Fair Taxation of Schools and Education Standards Committee

Debate between Emma Hardy and Nick Gibb

Wednesday 11th January 2023 Commons Chamber

[The Minister of State, Department for Education (Nick Gibb)]

To be frank, this debate has not been a triumph for the Opposition Front Bench. As my hon. Friend the Member for Meon Valley (Mrs Drummond) pointed out, no Labour MP actually spoke in favour of, or even mentioned, Labour’s motion today.

I think it is fair to say that every Member of the House wants to see high academic standards in our schools and to make sure that every child reaches their full potential. What divides us is how to achieve that, as my hon. Friend the Member for Wantage (David Johnston) powerfully exposed in his brilliant speech.

On the Government side, we believe that promoting an evidence-based approach to the teaching of reading and arithmetic in primary schools is key, and that empowering teachers to maintain good and improving pupil behaviour is essential if children are to be able to concentrate and work in a safe and calm environment. We believe that, notwithstanding the existence of Google, the curriculum should be rich in knowledge and give young people the cultural capital and cognitive skills to navigate and succeed in a modern society and economy.

[Emma Hardy]

I thank the Minister for giving way; he is always generous. On the issue of quality and knowledge-based teaching, will he respond to my point that the Education Endowment Foundation found that teaching explicit oracy skills in schools increased children’s progress by more than six months for pupils from the most disadvantaged backgrounds? Is that evidence being considered by his Department?

[Nick Gibb]

I agree with the hon. Lady on the importance of debating, speaking and discussing issues in class. That is terribly important.

We introduced the phonics screening check in 2012, ensuring that every six-year-old is on track with their reading. In 2012, just 58% achieved the expected standard; by 2019, just before the pandemic, that figure had reached 82%. We have risen from joint 10th to joint eighth in the PIRLS—progress in international reading literacy study—survey of the reading ability of nine-year-olds, scoring our highest ever results. That success is attributed to the focus on phonics and has been driven by improvements among the least able pupils.

We changed the primary school national curriculum, improving rigour in English and driving the habit of reading for pleasure, and adopting an approach to mathematics based on the highly regarded Singapore maths curriculum. That came into force in 2014 and the new, more demanding SATs at the end of primary school, based on that new curriculum, came in in 2016. Between 2016 and 2019, before the pandemic, the proportion of 11-year-olds reaching the expected standard in maths rose from 70% to 79%, and in the TIMSS—trends in international mathematics and science study—survey of the maths ability of pupils around the world, our year 5 pupils significantly improved between 2015 and 2019.

We introduced a multiplication tables check, ensuring that every nine-year-old knows their times tables. This June, 27% achieved full marks in the test and the overall average score was 20 correct answers out of 25. The approach of the Government over the last 12 years has been about standards—raising standards in our schools. That is why the proportion of schools graded good or outstanding has risen from 68% in 2010 to 88% now.

We reformed the GCSE qualifications to make sure that we are on a par with the best-performing countries in the world. We removed the controlled assessments from most GCSEs, as Ofqual said they were less reliable than written examinations. Our reformed GCSEs are now the gold standard, the curriculum is more knowledge-rich and the assessment process is fairer and more rigorous.

When I read Labour’s key education policy document—not on the website, but report of the council of skills advisers, chaired by Lord Blunkett—I cannot see the same commitment to standards. One of Labour’s key recommendations is:

“Introducing multimodal assessments so that young people’s progress is no longer measured solely through written exams.”

Exams are key to maintaining standards and in ensuring that our qualifications are rigorous and fair. David Blunkett’s report was endorsed by the Leader of the Opposition. Will the hon. Member for Houghton and Sunderland South (Bridget Phillipson) take this opportunity to disown from the Front Bench that pledge in that document?

Exams are fundamental to maintaining standards and ensuring that our qualifications are rigorous and fairly awarded. Why is Labour so committed to abolishing exams? What is its policy on reading and phonics, and the phonics screening checks? Is that another test they want to replace with a multimodal assessment? What about key stage 2 SATs or the multiplication tables check? What about GCSEs and A-levels, and all the important markers of standards and checks of pupil progress? Are they all to be replaced by Labour’s multimodal assessment?

My hon. Friend the Member for Worcester (Mr Walker), the Chair of the Select Committee, made the important point that charitable status for education has been in place for over a century and that every Labour Government in that period supported that charitable status. He pointed out that Labour policy would make independent education more elite and more expensive, confined to the very rich and to overseas pupils. He also asked the key question of whether the £1.7 billion Labour claimed the policy would yield excluded the VAT that Labour has conceded will not be applied under this policy to the independent special schools catering for children with complex needs.

My hon. Friend the Member for Stoke-on-Trent North (Jonathan Gullis) made the point that the maths of the proposed policies does not add up, with no account taken of potential independent school closures. In a powerful contribution, he cited a statistic not mentioned so far: that before the pandemic, the attainment gap had closed by 13% in primary schools and 9% in secondary schools.

Education After Covid-19

Debate between Emma Hardy and Nick Gibb

Tuesday 23rd March 2021 Westminster Hall

[The Minister for School Standards (Nick Gibb)]

It is a pleasure to serve for the first time under your chairing of a debate, Ms Rees. I congratulate my hon. Friend the Member for Isle of Wight (Bob Seely) on securing this short debate, albeit one on a very important subject matter, and the passionate way in which he opened it.

Covid-19 has presented the education system with the educational challenge of the decade. I take this opportunity to thank, once again, all the teachers and support staff for the truly remarkable things they have achieved over the last year, and to echo my hon. Friend’s thanks to the teachers and support staff on the Isle of Wight. I also add my thanks to Brian Pope and Steve Crocker, who have both been working tirelessly with the Department for Education as we tackle the consequences of the pandemic on the island, and, of course, elsewhere in the country.

Our response to this unprecedented situation must be to build on the successful reforms this Government have introduced since coming to power in 2010. Over the last decade, we have worked tirelessly to drive up academic standards for all pupils, especially the most disadvantaged. We want every child to have access to a great school, where they can gain the knowledge, skills and qualifications they need for a prosperous future.

My hon. Friend raised the issue of higher education, and I would be happy to talk further to him about higher education courses on the island, and how they can and should be provided. He also raised digital technology, together with my hon. Friends the Members for Barrow and Furness (Simon Fell) and for North Devon (Selaine Saxby).

Digital technology has been essential in supporting high-quality remote education during the coronavirus outbreak. In the long term, it also has the potential, as my hon. Friend the Member for Isle of Wight pointed out, to support teacher workload and flexible working, and to improve pupil outcomes. We are building on the Department’s significant investment in laptops, tablets, training, and digital services, to create a lasting legacy from that investment.

My hon. Friend also asked about teaching school hubs on the Isle of Wight. These are large-scale organisations operating in areas covering, on average, about 250 schools. The Isle of Wight is therefore covered by the hub area that also covers the districts of Eastleigh, Fareham, Gosport, Havant, and Portsmouth, and the teaching school hub lead is Thornden School in Eastleigh, which is an outstanding school.

The hon. Member for Kingston upon Hull West and Hessle (Emma Hardy) raised the important issue of children with special educational needs, and she will know, as she pointed out in her speech, that we have prioritised the most vulnerable children throughout the pandemic, including those with education, health and care plans, and special schools have remained open during that period for vulnerable children.

The hon. Member will also know that the Government have increased high needs funding by £780 million this year and by £730 million next year, so, over the course of two years, we will have raised high needs funding by 24%. The SEND review, which she referred to, is important, and we will publish it in due course. The delay has been caused by the challenges of the pandemic, and we want to get this very important review absolutely right.

My hon. Friend the Member for Barrow and Furness and the hon. Member for Westmorland and Lonsdale (Tim Farron) raised the important issue of outdoor education and the importance of such activities for a child’s education, development, mental health and wellbeing. The Government continue to work with industry bodies and sector representatives to address the issues arising from the pandemic, and we will help outdoor education centres plan for the safe reintroduction of educational visits and outdoor education in line with the Prime Minister’s road map.

The covid pandemic has presented one of the greatest challenges to our society in recent times. It is undoubtedly true that extended school and college restrictions have had a substantial impact on the education of children and young people, and we are committed to helping pupils make up the education that they missed during the pandemic. In February, the Prime Minister outlined the road map out of lockdown, and reopening schools was one of the first steps on that road map.

We have evidence of the extent of education lost during the covid-19 pandemic, which shows that there is an impact on all children and young people, but as my hon. Friend the Member for Isle of Wight pointed out, those from the most vulnerable and disadvantaged backgrounds are among the hardest hit. As part of the Renaissance Learning data, on 24 February, we published interim findings based on more than 400,000 assessments taken in the autumn of 2020, which show that in reading, pupils in years 3 to 9 were, on average, between 1.6 months and two months behind where we would have expected them to be.

[Emma Hardy]

I have a quick question: has the Department done any analysis of how many children are now choosing to home educate, and have not returned to either mainstream or special educational needs schools? It is of considerable concern to me, especially when considering parents of children with SEND.

[Nick Gibb]

The hon. Member will be pleased to know that attendance is very high in primary and secondary schools since we returned to school on 8 March, and of course, attendance in secondary schools increased over the course of that first week. I will write to her with the details of special schools’ attendance rates, and about the proportion of children with ECHPs and children with a social worker—we have attendance rates for those children as well. Again, the figures are good, but of course, they could always be improved. I will write to her, and we can then discuss further her views about that.

In January 2021, the Prime Minister committed to working with parents, teachers and schools to develop a long-term plan to help schools support pupils to make up their education over the course of this Parliament. As part of this, we appointed Sir Kevan Collins as education recovery commissioner in February to advise on the approach for education recovery and the development of a long-term plan to help pupils make up their education. Last June, we announced a £1 billion catch-up package, including a national tutoring programme and a catch-up premium for the current academic year, and in February 2021, we committed to further funding of £700 million to fund summer schools, expansion of our tutoring programmes, and a recovery premium for the next academic year. That funding will support pupils in early years, in schools and in colleges.

The £1 billion catch-up package for 2020-21 includes a £650 million catch-up premium to support state primary and secondary schools in making up for lost teaching time. The package includes £350 million for the national tutoring programme to deliver one-to-one and small group tuition to hundreds of thousands of pupils, which the evidence says is an effective way of helping disadvantaged children, in particular, to catch up. Building on this £1 billion catch-up package, a further £700 million for the 2021-22 academic year was announced in February, and that includes a one-off £302 million recovery premium and £22 million to scale up well-evidenced programmes, building on the pupil premium. That funding also includes an additional £83 million for the national tutoring programme, and a £102 million extension to the 16 to 19 fund.

Education

Debate between Emma Hardy and Nick Gibb

Tuesday 4th February 2020 Ministerial Corrections

[Nick Gibb]

My hon. Friend raises a good point. Veterans make attractive members of staff in our schools, they inspire young people and help to improve behaviour. Our Troops to Teachers scheme was slow to begin with, but its successor, the Troops to Teachers initial teacher training bursary, is now proving successful in recruiting Army leavers.

Further Education

The following is an extract from Questions to the Secretary of State for Education on 20 January 2020.

[Emma Hardy (Kingston upon Hull West and Hessle) (Lab)]

More than three quarters of sixth-form colleges do not believe they have the funding they need to support disadvantaged students. The FE sector, the Education Committee and the Labour party speak with one voice in supporting the Raise the Rate campaign to increase per-pupil funding to £4,760. Despite warm words from the Secretary of State, the funding needed has not appeared. He talks about it being a crucial sector, so when will he make good on his promise to work hand in glove with the FE sector by both restoring the position of FE and Skills Minister and raising the rate to £4,760?

School Uniform Costs

Debate between Emma Hardy and Nick Gibb

Tuesday 5th November 2019 Westminster Hall

[Nick Gibb]

Certainly schools should be careful in requiring purchases of equipment that is not needed. It is a loose use of other people’s money by the school, so I share the hon. Lady’s concern about that. I am proud of the pupil premium, which the previous Conservative-led Government introduced. It is about £2.5 billion a year—nearly £1,000 for every secondary school pupil and about £1,300 for every primary school pupil on free school meals. The money can be used to pay for uniforms and equipment that pupils from disadvantaged backgrounds might need to have.

[Emma Hardy]

One of the points made by some of parents was that when a school is re-brokered as a different academy trust, all the parents then have to buy the new branded uniform for that trust. If the Minister is looking at amending or improving the guidance, could the DFE not say that, in the case of re-brokering, parents will be allowed to continue to use the uniform until the pupil has grown out of it, and can simply purchase new in the new school academy, rather than having to potentially change in September and then in January?

[Nick Gibb]

The hon. Lady raises a good point. It is something that we will reflect on. I have often seen schools and academies, in such circumstances, provide the uniform for existing pupils, because of course it is a cost that parents will not have expected. There are many ways around the issue, but it needs to be addressed and taken seriously, as the hon. Lady says.

While school uniform can have a hugely positive impact on a school, by providing cohesion and community for the pupil population, it may present a financial burden to some—particularly to families on low incomes —as has been widely discussed in this important debate. In 2015, the Department commissioned the “Cost of school uniform” survey, which provided the most recent information that we hold on the cost of school uniform and indicated that the average cost of most items decreased between 2007 and 2015—the date of the report—when adjusted for inflation. Moreover, most parents were pleased with the overall cost and quality of their child’s uniform. More than two thirds of parents were happy with the cost of uniform and PE kit. However, in the same survey nearly one fifth of parents reported that they had suffered financial hardship as a result of purchasing their child’s school uniform. It is therefore vital that we do what we can to ensure that school uniform is accessible for all, no matter what the family’s budget.

It is for the governing body of a school, or the academy trust, in the case of academies, to decide whether there should be a school uniform policy, and if so, what it should be. It is also for the governing body to decide how the uniform should be sourced. However, we are clear that governing bodies should give cost considerations the highest priority when making decisions about school uniform. The Department published best practice guidance for school leaders on developing and implementing school uniform policy. That guidance sets out that a school should ensure that its school uniform policy is fair and reasonable for all its students. It should make certain that the uniform is affordable and does not act as a barrier to parents when choosing a school.

School uniform should be easily available for parents to purchase. In particular, the guidance specifically states that schools should seek to select items that can be purchased cheaply—for example, in a supermarket. If parents can shop around for items of uniform, that can encourage competition and enable them to buy their uniform from a retailer at a price that suits their household budget. The Department’s guidance advises schools that, in setting their school uniform policy, they should give the highest priority to cost considerations and achieving value for money for parents.

I am aware that a concern is often mentioned in this context about branded items of uniform, and how those are supplied—something that has been mentioned in the debate. We recognise that schools will often want to adopt items of uniform that are specific to that school, such as a branded blazer or tie. The Department, however, advises schools to keep such branded items of uniform to a minimum, as multiple branded items can significantly increase costs. We recommend that schools should avoid exclusive single-supplier contracts, as those could risk driving up costs. Where schools choose to enter into such contracts, which in some cases may be the best option, they should ensure that they are subject to a regular competitive tendering process to ensure the best value for money.

The hon. Member for Barnsley East raised the issue of schools that receive a financial incentive to use a specified supplier. The guidance explicitly states:

“Schools should not enter into cash back arrangements.”

It is very clear about that. If parents have concerns about the school uniform supply arrangements in relation to competition law, they can raise them with the Competition and Markets Authority. As you may be aware, Mr Pritchard, the CMA wrote an open letter to schools and school uniform suppliers, which provides more detail about its policy, and what powers it has, regarding the appointment of exclusive suppliers for school uniform.

With reference to the request of my hon. Friend the Member for Henley (John Howell), he will be pleased to know that the Government have committed to putting our best practice guidance on school uniform on to a statutory footing. Opposition Members also made that request. The Secretary of State and the CMA recently engaged in an exchange of open letters on the matter of single-supplier contracts.

Oral Answers to Questions

Debate between Emma Hardy and Nick Gibb

Monday 9th September 2019 Commons Chamber

[Nick Gibb]

I pay tribute to my hon. Friend for the work and campaigning he has done to secure extra funding for schools in his constituency. He has been successful in ensuring we have the most generous schools settlement in a generation, and that is in part a tribute to his work, as well as that of my right hon. Friend the Secretary of State, who has heard his request for a visit to Bradford and I am sure will comply.

[Emma Hardy (Kingston upon Hull West and Hessle) (Lab)]

Not that I would ever wish to appear ungrateful to the unmoveable Schools Minister, but he will be aware that there is a funding shortfall of £1.2 billion for children with special needs and disabilities. In Hull alone, the shortfall is £4 million. Will he please ensure that all our children can have their needs met by urgently addressing this funding shortfall?

[Nick Gibb]

We take this issue as seriously as the hon. Lady does, which is why we have announced within the £14 billion a £700 million increase for special needs. That is an 11% increase. We absolutely understand the pressures that local authorities have been under and we are addressing it.

Relationship Education in Schools

Debate between Emma Hardy and Nick Gibb

Tuesday 16th July 2019 Commons Chamber

[Emma Hardy (Kingston upon Hull West and Hessle) (Lab)]

(Urgent Question): To ask the Secretary of State for Education if he will make a statement on what steps he is taking to counter misinformation about the content of relationship education in schools.

[The Minister for School Standards (Nick Gibb)]

This spring, Parliament passed the relationships, sex and health education regulations with overwhelming support. We know that many parents agree that these subjects should be taught by schools. We also know that for some parents, this raises concerns. Parents have a right to understand what we are requiring schools to teach and how their child’s school is intending to go about it. That is why we will be requiring schools to consult parents on their relationship education or RSE policy. Open and constructive dialogue can only work, however, if the facts of the situation are known to all.

We are aware that misinformation is circulating about what schools currently teach about relationships and what they will teach when the new subjects are introduced. The Department for Education has undertaken a number of activities in response. In April this year, we published frequently asked questions designed to bust myths on the subjects. They have been translated into three languages. In June, we published the final version of the relationships, sex and health education guidance, as well as guides for parents on the subjects. Alongside that, we produced infographics that can be easily shared on social media—including WhatsApp, where we know much of the misinformation is shared—setting out the facts. We also sent an email to almost 40,000 teachers, providing them with factual information and links to various documents.

The Department has also been working on the ground with Birmingham City Council, Parkfield School, parents and other interested parties to convey the facts of the policy and dispel myths, to support a resolution to the protests in that school and nearby Anderton Park School. Nationally, we have worked with the National Association of Head Teachers to understand where there might be parent concerns in other parts of the country and to offer support. We will continue those efforts to support the introduction of the new subjects, which we strongly believe are hugely important for children growing up in modern Britain.

[Mr Speaker]

Quite so.

[Emma Hardy]

I am sure that Members from across the whole House will join me in affirming the importance of accepting that people have different family relationships and that it is not the shape or set-up of your family that matters, but only that you are loved and cared for.

Passing the Equality Act 2010 was rightly a proud moment for our country, but these rights remain only for as long as we fight to keep them. Respect and equality are the true British values. There is no reason to treat sexuality any differently from the way that we discuss any other part of the Equality Act, or families that may have a difference in age or even a disability. The misinformation is vast and in danger of spreading. With respect to the Minister, whatever efforts the Department has been making to counter that misinformation have clearly not worked.

It is clear from last night’s “Panorama” programme that protests against relationship education are growing across the country. Over 70 schools are now experiencing pressure and intimidation because school leaders are fulfilling their legal duty under the Equality Act. It would also appear, from last night’s “Panorama” programme, that pressure was applied from the Department to Parkfield School to suspend its equality programme to get the school out of the national news. This has led to copycat protests elsewhere, as protesters believe that if they make enough noise, and turn up with loudhailers and hurl abuse at headteachers, other schools will back down, too. There is a desperate need for clear, firm leadership from the Department.

Will the Minister assure the House that Department officials did not pressure the Parkfield leadership team into suspending its equality programme? Will he confirm that he will launch an investigation into such claims? Does the Minister agree with the Government’s lead commissioner for countering extremism, Sara Khan, that the Department has been slow to respond to the growing protests? What lessons have the Department learnt from that? Will the Minister update guidance to schools from “if” to “when”, to ensure that schools have a clear message about the need to teach LGBT-inclusive sex and relationship education? Will the Minister send a clear message to school protesters that LGBT-inclusive sex and relationship education is mandated by the Government, that compliance will be checked by Ofsted and that attempts to intimidate individual headteachers will not change that?

[Nick Gibb]

I agree with the hon. Lady about the importance of the equality of relationships and families, and that is spelt out in the guidance. This is a historic document. Relationships, sex and health education will cover everything from healthy eating to the importance of self-respect and to consent, the pitfalls of social media, recognising the signs of an unhealthy friendship, online safety and first aid. What is learnt in relationships and health education in primary school will provide the building blocks for a child to develop positive relationships as they grow up and into their adult life, and it will teach children to respect those who might be different.

This is a well-crafted document that has received widespread support. We consulted widely on it and it was drafted by experts. We wanted to make sure that the relationships and sex education guidance applied to all schools in this country, including private schools and faith schools, and that is why it has been crafted as it has.

The DFE has been involved from the first minute that we understood that there were problems at Parkfield School. We have had senior officials on a daily basis liaising with the schools, Birmingham City Council and groups of parents. We wanted to resolve this issue on the ground and to try to dispel the myths, so that parents were reassured about what is actually being taught in the No Outsiders programme at Parkfield School.

The hon. Lady says that the Department was slow to respond, but I do not believe that we were. As I said, we responded as soon as we heard that there were issues at the school. We—including senior officials—have been working very closely with the school. As far as the No Outsiders programme is concerned, my understanding is that it had reached its natural end and that, in the following term, the school would move on to religious education—that was part of the cycle. This is my understanding of the situation in the school.

The hon. Lady should understand that we want to achieve maximum consensus with this relationship education. That is why there is the requirement, in regulations, to publish the policy on the school’s website and, in the statutory guidance, to consult parents, but ultimately, it is matter for the school itself to decide on the curriculum—[Interruption.] Hang on. When the school has decided on what it wants to teach and when, it will have the full support and backing of the Department for Education and Ministers.

In terms of “when” versus “if”, paragraph 37 of the guidance says:

“Schools should ensure that all of their teaching is sensitive and age appropriate… At the point at which schools consider it appropriate to teach their pupils about LGBT, they should ensure that this content is fully integrated into their programmes.”

What is important and required is that children will be taught about LGBT at some point during their education. Both the Secretary of State and I have frequently been on the record saying that we strongly encourage primary schools to teach LGBT relationships. [Interruption.] The hon. Lady says from a sedentary position, “You must tell them.” If we had done that, the guidance would not have achieved the consensus that it has right across the country and right across different types of schools. A large number of schools would not have adopted the guidance. It has been very successfully landed, because of the careful way that we have done this.

Primary Schools: Nurture and Alternative Provision

Debate between Emma Hardy and Nick Gibb

Wednesday 13th February 2019 Westminster Hall

[The Minister for School Standards (Nick Gibb)]

It is a pleasure, Sir Christopher, to serve under your chairmanship—again, I think. I congratulate my hon. Friend the Member for Mansfield (Ben Bradley), on not only securing the debate but opening it so effectively and with such an interesting speech.

All schools, including primary schools, should be safe environments, with good behaviour, where pupils are respectful of one another and able to fulfil their potential. An effective whole-school culture should set high expectations and standards for all pupils, while providing support for the most vulnerable children, including those with mental health issues, those in care and those with special educational needs and disabilities.

As the Secretary of State set out in his speech to the Resolution Foundation last July, one of our Department’s top priorities is to create a system that helps the most disadvantaged children to reach their full potential. So the question is: how do we ensure that we give children the best start in life?

I acknowledge my hon. Friend’s argument that too many children still fall behind with their communication and language skills early on. We also know that it is hard to close the gaps that emerge. Some 28% of children finish their reception year still without the early communication, language and literacy skills that they need to succeed. The Secretary of State has therefore set out his ambition to halve that figure by 2028. To support that ambition, we are investing more than £100 million in our social mobility programme, which includes £20 million for high-quality, evidence-based training and professional development for pre-reception early years staff in disadvantaged areas; £26 million for a network of English hubs, to promote effective early language and effective reading; and £10 million to understand what works, which will be deployed in partnership with the Education Endowment Foundation.

[Emma Hardy]

Unfortunately, the Minister has failed to address the other point that the hon. Member for Mansfield (Ben Bradley) made, which was about children with social and emotional problems. The Minister briefly mentioned children with SEND and children starting from a delayed academic standpoint, but what support will this Government give to children with social and emotional problems? Is it using initiatives, pilots or anything?

[Nick Gibb]

I will come to that point in a moment; if the hon. Lady will be a little patient, I will address that and the issue of mental health, in particular.

Of course, what happens in early years settings is only part of the story; what happens in the home is central to children’s outcomes. We can do more to ensure that all parents have access to the best advice, tools and resources to support their children in the earliest years. That is why we are inviting a broad range of organisations to come together as part of a coalition to explore innovative ways to boost early language development and reading in the home. Following the successful home learning environment summit in November, we are developing a campaign that will be launched later this year.

It is clear that early education—from the age of two—has long-lasting benefits for children, as my hon. Friend the Member for Mansfield intimated in his speech. It helps to promote a child’s physical, emotional, cognitive and social development. However, as he suggested, evidence shows that, on average, disadvantaged families are less likely to make use of formal childcare provision than more advantaged families.

That is why, in September 2013, the Government introduced 15 hours of funded early education for the most disadvantaged two-year-olds. Eligibility was expanded in September 2014 to include children from low-income working families, children with a disability or special educational need, and children who have left care. This early education programme for two-year-olds is popular with parents. In January 2018, local authorities reported that 72% of eligible parents nationally had taken up their entitlement to a place, which was up by 1% from January 2017, and take-up of the free entitlement for two-year-olds in Nottinghamshire is in line with the national average.

However, there is still more work to do, which is why we have commissioned our national delivery contractor, Childcare Works, to support local authorities to increase take-up of the offer for two-year-olds among disadvantaged parents, in particular. We have also commissioned Coram Family and Childcare to support the take-up of the free entitlements through their Parent Champions programme.

Of course, nursery schools also have an important part to play in ensuring excellent outcomes for disadvantaged children. I realise that there is uncertainty over the future of funding for maintained nursery schools. The current arrangements that protect maintained nursery schools’ funding provide nearly £60 million of additional funding a year, but they are due to end in March 2020, which is of course the end of the spending review period. This supplementary funding was a temporary arrangement, to ensure that maintained nursery schools did not miss out when we introduced the early years national funding formula, and we need to decide what should happen when that supplementary funding ends. As preparation for the forthcoming spending review, we are considering how best to handle transitional arrangements for a number of areas, including maintained nursery schools.

My hon. Friend the Member for Mansfield talked about supporting children with special educational needs. The SEND reforms introduced by the Children and Families Act 2014, which came into effect in September 2014, brought in a new approach to supporting children and young people with SEND from birth to the age of 25 across education, health and social care. Our vision for children with SEND is the same as that for all children and young people: that they achieve well in their early years, at school and in college, that they find employment, that they lead happy and fulfilled lives, and that they exercise choice and control in their lives.

Those reforms represented the biggest change to SEND provision in a generation, and they are intended to improve the support available to children and young people with SEND by more effectively joining up services for children from birth to the age of 25 across education, health and social care, and by focusing on positive outcomes for education, employment, housing, health and community participation.

--- Later in debate ---

[Nick Gibb]

My hon. Friend makes an important point. Those are the challenges that local authorities face, and we are continually working with them to improve the quality of the provision in their areas. As for SEND budgets, which I will come on to, we are concerned about the high needs budget for schools. That is why the Secretary of State recently announced an extra £250 million of funding—£125 million in this financial year and £125 million in the next financial year—to help local authorities with their high needs budget. I think that has been welcomed by local authorities.

[Emma Hardy]

I agree with hon. Members that the 2014 Act raised aspirations, but there were a few issues with it. First, it raised the entitlement to the age of 25, without any additional funding between the ages of 18 and 25 to meet that aspiration. It also hugely raised parents’ aspirations about what they are entitled to, without the ability to provide that entitlement. That is why parents are now taking local authorities to court, with huge, burgeoning costs in tribunal and lawyer fees. When we see the tip of the iceberg—those parents who have the social capital and knowledge to fight this—we know that there are thousands of parents underneath whose children’s needs are just not being met. I say to the Minister that this is more than just a small issue: a huge, fundamental rethink is needed in SEND.

[Nick Gibb]

Those issues, of course, are not new. They have existed for as long as I have taken a specialist interest in education; they were certainly key issues during the last Labour Government. One reason why we introduced the 2014 Act was to try to address the disputes that were taking place in tribunals, and to ensure much more co-ordination between the different services. We have increased funding for high needs education from £5 billion in 2013 to £6 billion this year, with the additional £250 million bringing the total up to £6.3 billion by next year.

We understand the pressures on high needs budgets, and the hon. Member for Kingston upon Hull West and Hessle (Emma Hardy) is absolutely right that one of the reasons for those pressures is the extension of the entitlement to the age of 25 for children with special educational needs and disabilities. However, we do not apologise for that, because those young people need that support. [Interruption.]

School Funding

Debate between Emma Hardy and Nick Gibb

Wednesday 25th April 2018 Commons Chamber

[The Minister for School Standards (Nick Gibb)]

This has been a good-natured but energetic debate—I wrote that before the hon. Member for Wythenshawe and Sale East (Mike Kane) finished his peroration. I was surprised that he did not acknowledge the 2.3% increase in funding for schools in his constituency once the national funding formula is fully implemented. Nor did the hon. Member for Ashton-under-Lyne (Angela Rayner) acknowledge the 3.5% increase in funding for schools in her constituency. No local authority is facing cuts in funding under this Government.

Since 2010, this Government have been committed to raising academic standards in our schools, improving behaviour in our schools, taking action to ensure that every local school is a good school and challenging the soft bigotry of low expectations, so that every child, regardless of their background or where they live, has the best education possible, to help them fulfil their potential.

Since 2010, despite the overarching imperative of tackling the crisis in our public finances that overshadowed our economy when we came into office, we have been able to increase school spending to record levels. This year we will be spending £42.4 billion on school and special needs funding, up from just under £41 billion last year. The new fairer national funding formula will ensure that funding is distributed more fairly and more transparently than previous Governments have dared. Every local education authority’s funding is now calculated on the basis of the actual levels of pupil need in each of the schools and academies in their area—on pupil numbers, on pupils’ age, on their level of disadvantage, on their prior educational attainment and on whether they speak English as an additional language. It is fair and transparent, and the principles it is based on have widespread support, as my right hon. Friend the Member for Bexleyheath and Crayford (David Evennett) pointed out.

I should say to the hon. Member for Ellesmere Port and Neston (Justin Madders) that Warrington is seeing a 3.4% increase in funding under the national funding formula. He raised the issue of class sizes, but I point out that they have remained broadly constant, at 21 on average for secondary schools and at 27 for primary schools, despite the huge increase in the number of primary school places that we have created. I should have thought that he would congratulate us on that achievement. Pupil-teacher ratios have remained below 18.1 since 2011.

My right hon. Friend the Member for Harlow (Robert Halfon), in a typically thoughtful and well-informed speech, pointed out that teacher retention is as important as recruitment. He is right, of course, which is why we are tackling the workload issues facing the teaching profession. He is also right to defend a strong academic curriculum for children from all backgrounds, as well as emphasising the importance of creative and practical subjects. After PE and sport, music is where most Department for Education subject-specific funding is allocated.

My right hon. Friend the Member for Bexleyheath and Crayford, in an excellent speech, pointed out that there are now 25 more “good” or “outstanding” schools in his constituency than there were in 2010. We should congratulate all the teachers in his constituency on that achievement. He was also right to highlight the total absence of any specific education policies from the Labour party in this debate.

I listened carefully to the passionate speech by the hon. Member for Kingston upon Hull West and Hessle (Emma Hardy). I gently point out that schools in her constituency will receive a 4.2% funding increase under the national funding formula, and that the attainment gap between those from disadvantaged backgrounds and their more advantaged peers has closed by 10% since 2011. That is what this Government have been driving.

[Emma Hardy]

Will the Minister acknowledge that there is now greater demand for SEN funding, because of the increasing number of children requiring it? As I mentioned in my speech, 526 children under the age of four with SEN will be starting school in Hull. He says that he has given more money, but the demand has increased to such an extent that the money per child has actually decreased.

[Nick Gibb]

We take the education of children with special educational needs very seriously. My hon. Friend the former Schools Minister, Ed Timpson, reformed the system and introduced education, health and care plans, which is a much more streamlined and effective way of ensuring that those children get the right care and education. The hon. Lady is right to acknowledge that that has led to increased pressure on the high needs budget, which is why we have increased it, from £5 billion in 2013 to £6 billion this year. Those are very significant sums of money.

I am grateful to my hon. Friend the Member for Erewash (Maggie Throup) for bringing a dose of reality to the debate and correcting some of the points made by Opposition Members. She was right to welcome the 5% increase in schools funding for schools in her constituency under the national funding formula.

I am also grateful to the hon. Member for Mitcham and Morden (Siobhain McDonagh) for pointing out that every school in her constituency is now rated “good” or “outstanding” by Ofsted, including the recently inspected Harris Primary School—it was rated “outstanding”. I congratulate all the teachers in her constituency on that achievement. The Government’s overriding objective has been to ensure that every local school is a good school, so that parents can be confident when they send their children there.

British Sign Language: National Curriculum

Debate between Emma Hardy and Nick Gibb

Monday 5th March 2018 Westminster Hall

[Nick Gibb]

We have been clear that we want schools to have a period of stability, so we have said that there are to be no new GCSEs or A-levels for a period of time. That is not to say that in the longer term we will not consider new subjects for GCSEs. However, it is important, after the hugely extensive reforms to GCSEs and A-levels, that schools have a period of stability. I have a responsibility to schools to enable them to have that period of stability, which they have asked us for.

[Emma Hardy]

Does the Minister agree that what we examine shows what we value as a society? What the Minister values is clear to anybody who wishes to read it in the changes he introduced to GCSEs. What message does it send out to people if we will not even consider having BSL as a GCSE? What does that say about what we value as a society?

[Nick Gibb]

I would argue that not everything that is taught in schools needs to be a GCSE. We allow plenty of valuable qualifications to be taught in schools under the section 96 list that have valuable subject content but are not sufficiently broad to qualify as a GCSE. However, we none the less encourage their teaching in our schools. As I have said, we value BSL as a subject, and we encourage schools that wish to do so to teach it. Schools are permitted to teach a number of qualifications at levels 1, 2, 3 and 4.

--- Later in debate ---

[Nick Gibb]

I have explained the position as regards a GCSE. As I said, two thirds of schools have academy status, which means that they are not obliged to follow the national curriculum. That trend is increasing—the number of schools acquiring academy status increases every month—and, as I said, such schools are not obliged to follow the national curriculum.

I have also set out the very real practical issues. Any new GCSE has to go through an accreditation process. It has to be provided by an awarding organisation that is itself accredited as a GCSE provider. As I pointed out, we have had a real struggle with the awarding organisations on providing language GCSEs, particularly in the community languages. We had a huge battle with them and ended up having to move a whole raft of community language GCSEs from OCR to the other awarding organisations. Ultimately, we can only provide GCSEs that the exam boards, which are independent, wish to provide. As I said, a draft specification has been provided by Signature, but it would have to go through the process of having the GCSE accredited by Ofqual and would itself have to be accredited by Ofqual as a GCSE provider. Those are the issues confronting any Minister in the Department for Education as regards new GCSEs, because the system in the legislation passed in the House to ensure that we offer GCSEs that are on a par with one another and hold their standard over time has led to our deciding to have a very powerful regulator, which is absolutely right to ensure that we maintain standards. That process has to be gone through by anyone who wishes to introduce a new GCSE.

In addition, we want schools to have a period of stability. This is not the only request for a new GCSE; there are requests for others. Schools have asked for a period of stability. There will be stability for a short period, and after that we can consider whether new GCSEs or A-levels can be introduced.

[Emma Hardy]

I accept that not all schools have to teach the national curriculum, but what exists is not actually a national curriculum; it is an examination curriculum. The school curriculum is built around the examinations that children take. I am sorry, but I disagree with the point that there is a wider school curriculum. There is not. Schools long for there to be a wider school curriculum, but the reforms made by this Government have squeezed things out and narrowed it down very tightly to being based solely on examinations. If we do not give British Sign Language an examination, it just will not be counted and will not be taught.

[Nick Gibb]

There are examinations in BSL, produced by Signature and ABC, that are for level 1 or 2 qualifications. Exams exist in BSL. The qualifications are on the section 96 list and can be taught in schools, so they do exist.

I do not accept the caricature of our school system described by the hon. Member for Kingston upon Hull West and Hessle (Emma Hardy). The school curriculum is very wide. The most successful schools in the state sector have a very wide curriculum and they offer plenty of sport, music and art as part of that. Art and music are compulsory to the end of key stage 3, and the schools that are most successful academically, in the exams that the hon. Lady dismisses, are the schools that also have a very broad and balanced curriculum beyond GCSE.

We made it very clear in our reforms to the national curriculum that there was to be a distinction between the national curriculum, which focuses on the core academic subjects, and the school curriculum, which goes beyond those subjects and includes sport and a whole raft of artistic and other subjects, which are hugely important. I am referring to subjects such as sex and relationships education, PSHE—personal, social, health and economic education—and citizenship and so on, which are hugely important in developing a rounded person.

Oral Answers to Questions

Debate between Emma Hardy and Nick Gibb

Monday 29th January 2018 Commons Chamber

[Emma Hardy (Kingston upon Hull West and Hessle) (Lab)]

The desperate rush to convert schools into academies does not appear to be matched by any rush to ensure adequate financial oversight and value for money. Will the Secretary of State please investigate why the academy trust United Learning received £150,000 to support Sedgehill School in south London, despite the school remaining maintained and United Learning not even becoming its sponsor?

[Nick Gibb]

We trust schools to manage their own budgets, and most do so extremely well. We are spending a record amount on schools—£41 billion—and academies are required to publish audited accounts every year, while their financial health is closely monitored by the Education and Skills Funding Agency. I will look at the specific issue the hon. Lady raises, but United Learning is a very successful multi-academy trust that is raising academic standards in schools, including a school in my constituency.

Oral Answers to Questions

Debate between Emma Hardy and Nick Gibb

Monday 11th December 2017 Commons Chamber

[Nick Gibb]

I would be delighted to join my hon. Friend in congratulating Swindon Academy. I enjoyed visiting the school with him and meeting Ruth Robinson, its exceptional principal. The school runs special programmes to help the most able children to fulfil their potential, as well as providing very high standards of education across the board.

[Emma Hardy (Kingston upon Hull West and Hessle) (Lab)]

If the Department is serious about meeting its apprenticeships targets, surely the Minister will agree with me about the need to reclassify apprenticeships as improved education or training so that young, hard-working apprentices, such as Chloe from Hull, save money on their transport and prescription costs.

Education: Public Funding

Debate between Emma Hardy and Nick Gibb

Tuesday 4th July 2017 Commons Chamber

[Nick Gibb]

My hon. Friend is absolutely right. As I have said, the key stage 2 results published today show an increase of eight percentage points in standards of reading, writing and maths. We have also seen an increase in the proportion of children passing the age-six phonics check, with 58% passing it in 2012 and 81% passing it last year. That means that as of last year 147,000 more six-year-olds are on track to becoming fluent readers than would have been the case had we not introduced our phonics policy.

[Emma Hardy (Kingston upon Hull West and Hessle) (Lab)]

Will the Minister please answer a direct question with a direct answer, because this is incredibly frustrating for Opposition Back Benchers? Will he say whether schools in Hull West and Hessle will actually see a cut in per pupil funding?

[Nick Gibb]

No school in the hon. Lady’s constituency will see a cut in per pupil funding as a consequence of the move to the new, fairer national funding formula.