Breaking Down Barriers to Opportunity

Debate between Emma Hardy and Robert Halfon

Wednesday 8th November 2023 Commons Chamber

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

I think the best word to describe what was in the King’s Speech is “inadequate”. It is clear that the Government have neither the energy nor the vision to deal with some of the difficulties facing so many people in our country. The disappointment of the speech adds to the general feeling of decline over the past 13 years. What the country really needs is change. That is the sense I get from each and every person I go out and speak to: it is time for a change. What they really need is a mission-led Labour Government focused on putting right the mistakes of the past 13 years.

We heard a perfect illustration of the Government’s governing by slogans from the Education Secretary at the Dispatch Box earlier when she talked about the idea of low-value degrees. She and other members of the Government often use that phrase, but they have utterly failed to define it. Every time they try, they realise that it is impossible to work out.

I am going to quote that well-known socialist Lord Willetts, who I believe still holds the Conservative Whip over in the House of Lords. We talked at the Treasury Committee about the impact of somebody’s degree on their life chances. I questioned him about evidence from the Resolution Foundation, which said that

“it is clear that much of what happens post-university is still determined by certain socio-economic characteristics chosen for us by chance at birth”.

It added that

“the IFS have utilised anonymised tax records and student loan data to show that”—

this is the bit that I hope the Education Secretary is listening to—

“even accounting for institution attended and subject studied, graduates from wealthier families earned more.”

That is the evidence that we have been given. It was collected from anonymised tax data, and it shows that even among people who do the same course at the same university, if someone comes from a wealthier background, they go on to earn more.

I put that to Lord Willetts—I am sure Members understand that he is not a well-known socialist—and he said, “That is absolutely fair.” He absolutely acknowledged that that is the case. He said:

“It is indeed the case that your background, even if you partly overcome it in your time at university, for any given degree, then has an impact in the labour market. The presumption”—

this is how he explained why some people do better at university than others, and why background is important—

“is that this is to do with all the networks and the social capital and the wider opportunities you bring to your hunting for jobs after you have finished your time or in your last year at university.”

So the background, the networks and the social capital of the parents had the greatest impact on how well someone did at university.

That is exemplified by the way in which this Government seem to operate, and their apparent view of teachers. Teachers do an amazing job, as do many of the people in universities, but they are not divorced from the environment in which they exist. Someone may go to university and have to work without that social capital or network. Another example given by Lord Willetts related to the unpaid internships that many employers continue to offer. If people are not able to take those up, they will not have the same opportunities as others.

Lord Willetts also gave some interesting evidence about degrees. He said that people from lower socioeconomic backgrounds tended to go for degree courses in which they were trained specifically for one occupation, because, he said, they were unable to take the risk. Those people do not want to study a subject such as history—which, I should point out, is the degree held by most top CEOs in the FTSE 100—because they sense the risk of not being employable. We already have a two-tier system in our university jobs market and in our degrees market. This attack that suggests that somehow universities are responsible for the inequalities in our country that so many people face is ludicrous. Once again, the Government are pushing the blame on to someone else rather than accepting the fact that inequality has grown on their watch. If they really want to address the need for aspiration and social mobility, they need to consider addressing the background that so many people come from.

[The Minister for Skills, Apprenticeships and Higher Education (Robert Halfon)]

rose—

[Emma Hardy]

Of course I will always give way to the right hon. Gentleman.

[Robert Halfon]

I am grateful to the hon. Lady. We used to serve on the Education Committee together, but I think that her argument is fundamentally wrong. If it is not wrong, why are there some incredible universities—I am thinking of Nottingham Trent University, the University of East London, which I visited last week, and Staffordshire University—with an extraordinary number of disadvantaged students, who do not have the networks and so on to which the hon. Lady referred, but many of whom get good jobs and good skills? If that is the case, it is not to do with networks; it is to do with good teaching at good universities.

[Emma Hardy]

I have the utmost respect for the right hon. Gentleman, and I remember his love of Nottingham Trent University from when we served together on the Education Committee. There are some examples of universities doing great things to generate the correct networks for pupils, but the anonymised data, including the anonymised tax records, show that even when all that is taken into account—and of course there are excellent universities doing excellent work—what determines the jobs that people get when they leave university is their parents’ background. Those are the facts. The right hon. Gentleman can have alternative views, but he cannot have alternative facts.

In the context of schools and teachers and the difficulties that people may experience when they go to work, I now want to say a little about women with endometriosis. I have spoken about this many times in the Chamber. One in 10 women have the condition—it is as common as diabetes or asthma—but if I asked everyone in the Chamber about it today, I would probably find that many had never heard of it. It is a debilitating condition that affects a woman’s entire body, and is often linked to the menstrual cycle.

Many of the women I have spoken to who have the condition want to work and to do well. Indeed, many work as teaching assistants in schools or as teachers, because it is a female-dominated profession. Our survey established that half of them took time off work often or very often because of their condition, two fifths worried about losing their jobs because of their endometriosis and a third believed that they had missed out on promotion opportunities because of it, while 90% said that it had had an impact on their long-term financial situation, and one in six—remember, this condition is as common as diabetes or asthma—had had to give up work all together.

All that is required to keep these women in work are the usual reasonable adjustments and a consideration of the way in which work is structured. Some great cross-party work has been done on the menopause, and policies in the workplace seem to be changing, but I would have really liked to see in the King’s Speech a measure to address endometriosis and some of the other conditions affecting women.

Locally in my constituency, the Hull and East Yorkshire endometriosis group, which is full of amazing, formidable women, is working with the trade unions to create a rights charter and to encourage workplaces to look at how women with endometriosis are treated. But again, we did not see anything on rights at work in the King’s Speech. There was no employment Bill. There was no new deal for working people. There was nothing. Fundamentally, if we want to get the changes that people need—the genuine opportunities for all people from all backgrounds and the opportunities for women to continue in work—what we need is a Labour Government.

Office for Students

Debate between Emma Hardy and Robert Halfon

Wednesday 26th April 2023 Westminster Hall

[Robert Halfon]

That is an important question, and the hon. Gentleman is one of the key higher education spokesmen in the House of Commons. I am absolutely supportive of student representation. The student panel is incredibly important. I made a decision as a Minister to interview one of the members of the student panel. I did not have to do that—I could have just ticked the submission and said that Mr X or Ms X is fine—but I took proactive interest, because it is incredibly important to do so.

I met the student panel, and I want it to have a voice. I went to an OfS event in the House of Commons a couple of weeks ago. I spent time chatting to the student panel, which is essential in this. As long as it is used properly and listened to, it is the best conduit for ensuring that student voices are heard. The student panel has teeth. I will keep a watch over it, even though the OfS is independent and I do not have operational control. It is a bit like the police: the Mayor of London might have a say over the chief constable, but he does not necessarily tell them what to do day by day. Nevertheless, the student panel is incredibly important, so I accept what the hon. Member for Sheffield Central (Paul Blomfield) says.

The hon. Member for Stretford and Urmston asked me about the taskforce. It last met in full in June 2022, and there has been a subsequent meeting of arms-length bodies, separately, to discuss progress and to identify areas of work to take forward.

There is plenty of evidence to suggest that higher education is preparing students for high-quality employment: three quarters of graduates from full-time first degree courses progressed into high-skilled employment or further study 15 months after graduating in 2020. But more must be done to tackle the pockets of poor quality that persist, and the OfS is committed to doing that. The OfS has revised its registration conditions in relation to quality and standards to ensure that they are robust, and it is rightly now taking action to investigate and enforce those conditions.

We want to ensure that students see returns on their investment in higher education. The Institute for Fiscal Studies estimates that the net lifetime return from an undergraduate degree is £100,000 for women and £130,000 for men, but it should be noted that the IFS has also found that 25% of male graduates and 15% of female ones will take home less money over their careers than peers who do not get an undergraduate degree. I think that graduates should be achieving outcomes that are consistent with the qualifications that they have completed and paid for.

To give an opposing example, it is a testament to the genuinely excellent teaching and leadership at the University of Hull that nursing and midwifery students experience the highest progression rate—98%—compared to all other OfS-registered HE providers with available progression data, and that the university has performed above the OfS threshold for continuation, completion and progression. I say those things to highlight not just the brilliant work of the University of Hull but the important work that the OfS is doing. Without the work of the OfS, we would not have that kind of information.

I talked about social justice, which is very important to the hon. Member for Kingston upon Hull West and Hessle and to me. I want to ensure that no student is excluded from higher education because of their background. A wider point has been made about us putting extra burdens on the OfS, but it has recently launched the equality of opportunity risk register to highlight key risks that can impact negatively on disadvantaged and under-represented student groups across the whole of the student lifecycle. That is an extra thing for the OfS to do, but I want it to happen. I am delighted with that. I do not like the name “risk register”, but nevertheless the principle is really important. It will empower higher education providers to develop effective interventions and support at-risk students, helping them not only get in but get on. I have a lot more to day about Hull University. It really is doing some remarkable things, and I hope to be able to go there one day and see it.

The hon. Member for Kingston upon Hull West and Hessle cares deeply about mental health. We have allocated £15 million from the strategic priorities grant to the OfS for mental health support. That is another OfS duty and its purpose is to support students’ wellbeing when they transition to university, and to create opportunities for partnerships between providers and the national health service. The OfS has a role to play in funding Student Space, an online platform for mental health and wellbeing resources. The OfS also runs a mental health challenge competition with Northumbria University. It has supported projects to ensure that mental health needs are identified by providers. That is another important role for the OFS. Yes, the OfS has increased its role, but it is doing really important things that will make a difference to many students’ lives.

I knew that the hon. Member for Kingston upon Hull West and Hessle would bring up degree apprenticeships. I have some sympathy with what she says; there is too much regulation, and all I can say to her is to please watch this space. I am looking at it very carefully to see what can be done. Of course, we also have to maintain quality, because if we do not have quality, I will have the shadow spokesman, the hon. Member for Warwick and Leamington, get up in Education questions and ask why apprenticeship provision is so poor. The hon. Lady will be pleased that over the next two years we will increase from £8 million to £40 million—£16 million in the first year, and £24 million in the second—the funding to promote degree apprenticeships among providers. I know she will support that extra funding.

A House of Lords inquiry has criticised the OfS registration fees for being too high. As I have mentioned, however, in the light of the Government’s commitment to funding skills over the Parliament, the OfS registration fees offer value for money. It is currently around £26 million a year, which is less than £13 per student. I do not think that feels like a high price to pay to ensure that we have a high-quality system working in the interests of students.

In conclusion, the work of the Government, which I have outlined, and of the OfS regulator will continue to deliver on skills, jobs and social justice. I accept that there is over-regulation—the hon. Member for Kingston upon Hull West and Hessle highlighted some unnecessary regulation that I will look at with officials at the Department for Education. However, we have a world-class higher education sector. I am not complacent about it. I acknowledge that there is not enough in some areas, and that some graduates are not getting good, skilled jobs, but many—in fact, most—higher education providers deliver a top-class education and equip students with the skills they need to get excellent jobs. I am clear that a robust and fair regulator—a good regulator—is vital to ensuring that our higher education sector remains world leading and protects students and the taxpayer.

I think that the OfS has achieved a fair bit in the first five years of its existence. It has registered 400 providers. It has also registered the new Dyson Institute, which is—

[Emma Hardy]

Hoovering up students!

[Robert Halfon]

Very good. I have been to that university. I met James Dyson some years ago when I was the Chair of the Education Committee. It was extraordinary. I hope that there will be many more examples of universities like that one. The Department will work closely with the OfS to ensure that we continue supporting a world-class higher education system. As I said, I remain committed to delivering on skills, jobs and social justice. The OfS will be an absolutely crucial part of that.

Oral Answers to Questions

Debate between Emma Hardy and Robert Halfon

Monday 27th February 2023 Commons Chamber

[Robert Halfon]

My hon. Friend is a champion of skills as well. It is very good news that that school is promoting careers and working with BAE, which does so much for apprenticeships. Some 90% of schools and colleges are now part of our careers hub. I am very pleased that Lancashire has had 10,000 apprenticeship starts since last year and was an early adopter of T-levels.

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

Some 740 people from Hull West and Hessle have had their university applications accepted, and 35 of them will attend higher education in the constituency, which will help us meet our local skills needs. The Department for Education’s own equality impact assessment, published in February, stated that the rise in student loans and grants

“will overall have a negative impact for students”.

I believe in equality of opportunity, as does the Labour party, but it is impossible when students face insurmountable financial barriers to learning. When will the Government ensure that all students have the financial resources that they need to succeed?

[Robert Halfon]

We have to be fair to students and fair to the taxpayer. Many people do not go to university but pay their taxes. We have increased to £276 million—a £15 million increase—the money given to the Office for Students from which universities can draw down to help students who face financial difficulties. We have frozen the loan—in 2025, it will not have had an increase for seven years. Students who face difficulties can also get bursaries from universities.

Skills and Post-16 Education Bill [Lords]

Debate between Emma Hardy and Robert Halfon

Report stage
Monday 21st February 2022 Commons Chamber

[Robert Halfon (Harlow) (Con)]

In rising to speak to my new clauses 1, 2 and 3, I give notice that I do not intend to press them to a Division.

The Government have already made it clear that they will make changes to prisoner apprenticeships. I am conscious of the financial considerations that need to be given to new clause 2. I have faith that the Secretary of State for Education believes deeply in skills and vocational education, and I hope to be able to continue to work with him to make improvements with regard to careers guidance and the Baker clause. I thank the hon. Member for Chesterfield (Mr Perkins) for his support for my new clauses.

I welcome this Bill, which will revitalise an incredibly important part of the education sector that has seen its per-student funding reduced since 2010, although it is now going up again. The lifetime skills guarantee, the kickstart programme and the increase in support for FE colleges offer a revolutionary approach to building an apprenticeship and skills nation like never before. I commend the Secretary of State, Ministers and the former skills Minister, my hon. Friend the Member for Chichester (Gillian Keegan), on bringing forward this legislation.

[Emma Hardy]

rose—

[Robert Halfon]

I am delighted to give way to a former member of the Education Committee.

[Emma Hardy]

Like my hon. Friend the Member for Chesterfield (Mr Perkins), I support the right hon. Gentleman’s new clauses. Does he agree that we urgently need the lifelong loan entitlement consultation before we try to bring forward primary legislation—this Bill—to ensure that when that legislation comes, it actually deals with the problem that we are all trying to address?

[Robert Halfon]

I am all for consultations, but I want this Bill to happen as soon as possible. I have wanted something like this for many years. I do have issues with it that I am going to talk about, but I am very excited about it and just want it to happen without any further delay.

As I mentioned, I support the Bill as a whole, but I have always lived and worked by the mantra, “Good, better, best.” When I was growing up and learning to walk, my old physio used to say, “Good, better, best, may you never rest, until your good is better and your better is your best”—it is the sort of thing you see on a toilet wall sometimes, but it has been my mantra, and it is what I want for this Bill. That is why I proposed these three new clauses to make sure that the ladder of opportunity can be extended to those most in need.

Budget Resolutions

Debate between Emma Hardy and Robert Halfon

Tuesday 2nd November 2021 Commons Chamber

[Robert Halfon (Harlow) (Con)]

I strongly welcome this Budget. We should acknowledge that over the past 18 months, this country has faced a national emergency comparable only to the outbreak of the second world war. We have already spent £407 billion supporting schools, businesses and industries in my constituency and across the country to tackle the impacts of the covid-19 pandemic, without which we would have had destitution on the streets. I recognise the economic and financial challenges that the Government are facing. We have a national debt of over £2.2 trillion, equivalent to around 100% of our gross domestic product. That is why the Government are doing everything possible to square the circle in terms of spending on public services and dealing with the deficit and debt. It is not an easy task.

My two passions in politics have always been championing education and skills, and cutting the cost of living. I support this Budget because despite the circumstances I have just set out, the Chancellor has tried to address both. This is a true worker’s Budget in many ways, because there is a strong desire across the country to improve the cost of living and for low taxation. I previously supported the temporary £20 uplift to universal credit payments, but I genuinely think that the Chancellor’s decision to decrease the universal credit taper rate and uplift the work allowance is a better solution in the long run, because it gets people out of the poverty trap and incentivises more people into work. That will both boost people’s income and earnings and help reduce unemployment as we move into a high-productivity and skilled economy.

In addition, we have the £500 million invested in families and early years intervention, helping those who are struggling the most. We have the record 6.6% rise in the national living wage, which I campaigned hard for the Cameron Government to introduce, to £9.50. We have the fuel duty freeze—something I have campaigned for, probably to the annoyance of the Treasury—continuing for the twelfth year in a row, saving motorists £15 every time they fill up. That is what makes a difference to those who are just about managing. I hope that the Government will do much more to cut the cost of living. We should cut taxes for lower earners as soon as economic conditions allow and we should look at ways to further reduce energy bills. Cutting the cost of living must be the Government’s central mission.

On education, the Budget’s focus on skills, schools and families, as described by the Secretary of State for Education in his opening remarks, should be welcomed. Education and skills are the most important rung on the ladder of opportunity. They are the golden thread that tie together all our investments and our futures.

The outbreak of coronavirus was nothing short of a national disaster for our children. The four horsemen of the education apocalypse came galloping towards young people to create a widening attainment gap, worsening mental health issues, an ever-increasing number of safeguarding hazards, and a challenge to their skills development and life chances. We should never again fully close the schools in the way that we did.

The Budget showed a real recognition from the Chancellor and the Education Secretary that those challenges can be overcome through family hubs, the catch-up and education recovery funding, and the rocket-boosting of skills. Not much has been said today about the extra £2.6 billion of funding to strengthen the provision for children with special educational needs, but it is important and will be welcomed by parents across the country.

The lifetime skills guarantee announced last year created the blueprint for the skills funding package, which provides an extra £3 billion for T-levels and adult skills, among other things. That is a 42% increase in skills funding in cash terms, which will put vocational and technical education on a par with traditional academic learning and give financial teeth to the skills agenda.

[Emma Hardy]

Will the right hon. Gentleman give way?

[Robert Halfon]

I am always honoured to give way to—not to ruin her career—one of my favourite Labour Members.

[Emma Hardy]

Does the right hon. Gentleman, who I call my friend, agree that although the investment in T-levels is great, a transition pathway is needed if we are going to phase out BTECs and introduce T-levels?

[Robert Halfon]

I absolutely believe that BTECs should not go until T-levels have fully come on board. As a hard-working former member of the Education Committee, the hon. Lady will be pleased to know that I hope to question the Secretary of State about that subject tomorrow morning when he appears before the Committee.

As I have mentioned, the £2.6 billion of funding for children with special educational needs is extraordinary, but we need the urgent publication of the special educational needs review to move forward at light speed. Although lots has been done to provide the key components of a long-term plan for education, we are not there yet. The cogs have started to turn, but the machine is not yet as well oiled as it might be. We need a long-term plan for education and a secure funding settlement, just as the NHS and the Ministry of Defence have long-term plans and a secure funding settlement and a strategic review respectively.

As Members on both sides of the House know, I have long advocated the extension of the school day. The Education Endowment Foundation says that pupils can make two months’ additional progress per year by extending the school day, or three months for disadvantaged pupils. Some 39% of academies founded pre-2010 have lengthened their school day, as I have seen done successfully by the NET Academies Trust in my constituency. The Department for Education and the Treasury should fund pilot projects, perhaps in some of the most disadvantaged areas of the country, to evaluate what the impact could be alongside the catch-up programme.

To conclude, I heartily welcome the Budget targeted towards skills, schools and families. I have been campaigning for more skills funding for a long time so I welcome what the Chancellor has done. It has been a difficult year and a half for all Members and for the constituencies we serve, but the steps outlined in the Budget will go a long way to support our nation’s recovery as we try to level up and build back better.

College Funding

Debate between Emma Hardy and Robert Halfon

Monday 21st January 2019 Westminster Hall

[Emma Hardy]

I completely agree with the right hon. Gentleman that that has declined. I know that because after giving birth, a friend of mine wanted a reason to get out of the house and not have the baby with her for a while, so she managed to sign me and herself up for salsa classes. I was quite disappointed because I was taller and had to be the bloke, so now I can salsa but only if I take the male role in the pair. This was something that my friend did after giving birth, when she wanted to get out of the house and find something else to do. I fear we are losing that role for colleges.

I return to the point about the NHS and the skills shortage. The 10-year plan for the NHS is welcome, but in a report the director of the Royal College of Nursing said:

“This report confirms our greatest fear – that the impressive ambition of the long term plan could be derailed, simply because we do not have the nursing staff to deliver it.”

The Minister might be expecting me to plug the fact that Hull College has set up a nursing apprenticeship, which I think is really exciting. In a different debate at a different time, with pretty much the same Members, I spoke about the need for progression from level 2 to a degree apprenticeship to be clearly defined and mapped out, so that each individual can see how one moves on to another. That is exactly what has been done at Hull College, which has taken people at 16 years old from a level 2 qualification in health and social care and given them a pathway right through to a nursing degree apprenticeship. I have mentioned to the Minister before that we need to have a clear pathway and progression mapped out, from levels 2, 3 and 4 all the way up.

The Education Committee visited Germany to look at lifelong learning. Quite a few people have mentioned the challenges of automation—it is both a challenge and something to be excited about—that present problems around lifelong learning and how to upskill people in this country. In Germany, they are already starting to do that in a programme called Industry 4.0, which is happening across the country. I feel as though we are already quite far behind, and they have moved on with this. We do not want to be a country that is left even further behind, especially after Brexit.

[Robert Halfon]

The hon. Lady and I work together on the Select Committee. She is making one of the best speeches of the afternoon, particularly when it comes to the importance of FE as social capital. When FE colleges in areas that have very little economic capital are weakened, the community is destroyed. What she says about Germany is incredibly important. She will know that 50% of German students go on to do further or technical education, as do 70% of Swiss students, because we went to both those places. Those countries have Governments that are investing in FE and giving it equality with academic education, and we should closely follow their example.

[Emma Hardy]

It will be no surprise to the right hon. Gentleman that I completely agree with him, and I share his passion for that. In a previous debate on the subject, I made the point that if we want such parity of esteem, we need parity of outcome. Germany’s model has no dead ends. If someone starts on a vocational route, they can move across, between vocational and academic, and back. They can get to degree level through a vocational route, if they want to. That is why I feel as though T-levels are a distraction, as I have mentioned to the Minister before. That is, unfortunately, where we disagree.

To conclude, of course I support “Raise the Rate”. It is crucial that we have more money for our pupils. I am proud that the Labour party has an inspiring national education service vision for everyone to get behind. I put on record my thanks to all the staff at Hull College and at Wyke Sixth Form College—which is where I went, so I especially like that one—for all their hard work and for everything they do for all the pupils in Hull. I implore the Minister to consider that skills, progression and future matter, but so do a sense of belonging and a sense of community; those are the other things that FE provides.

Department for Education

Debate between Emma Hardy and Robert Halfon

Tuesday 3rd July 2018 Commons Chamber

[Robert Halfon]

The hon. Gentleman makes an important point. We are doing a separate inquiry into children with special educational needs and disabilities, which I hope will reflect the issues he has raised.

We began our inquiry on 19 June, with a scene-setting session featuring the National Foundation for Educational Research, the Education Policy Institute and Institute for Fiscal Studies. In our future sessions, we will be hearing directly from teachers, governors and parents about the way forward, and seeking to strengthen the Department’s hand as it enters negotiations with the Treasury in the spending review.

One important matter is how public money actually reaches schools. Part of the original motivation of a national formula was to bypass the various byzantine means by which local authorities disbursed funds to schools. This is sensible, but there is a problem concerning the role of multi-academy trusts in top-slicing and allocating money received from the DFE, a matter on which my Committee colleague, the hon. Member for Manchester Central (Lucy Powell), has tabled a number of parliamentary questions.

According to the Education Policy Institute, there is little measurable difference between the performance of schools in MATs and those in local authorities. There is good and bad to be found in both, and we must not let the reforms of the past eight years or so be lost through a failure to attack underperformance in academy trusts, as has occurred in a number of high-profile cases recently, including WCAT—the Wakefield City Academies Trust—and Bright Tribe. Having said that, I recognise that there are many good and outstanding academy schools and the difference they have made to the lives of thousands of pupils.

I wish to add that the £1.3 billion top-up was an Elastoplast solution, as it were, for a longer-term problem that could become serious if not seen to. Members on both sides of the House will share my commitment to tackling social injustices—that is the aim of our Select Committee—and one of the most profound challenges we face on that front is the so-called attainment gap between the educational outcomes of children from disadvantaged backgrounds and those of their better-off peers. I appreciate that the Minister for School Standards and the Education Secretary have made progress on this, but it has been at quite a slow rate.

The Government and their predecessors have shown their commitment to tackling educational disadvantage through using the pupil premium to enable schools to provide additional support and opportunities to the children who deserve and need it most, but however well-intentioned and generously resourced the pupil premium is, it is not without its flaws. The first flaw is that schools are increasingly dipping into their pupil premium money to shore up their overall budget. This is most unlikely to be a measure of first resort, as it involves simultaneously further disadvantaging already disadvantaged pupils. There is also the ethical problem of publishing information about how pupil premium money is spent while knowingly doing something else with it.

The second flaw is that many children eligible for the pupil premium fail to receive it because they are not registered to receive free school meals. I understand that this figure could be as high as 200,000. This can happen because parents are unaware or unwilling to make a claim, perhaps in some areas through a sense of social stigma.

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

Will the right hon. Gentleman give way?

[Robert Halfon]

I will give way for the last time, because I know you want me to get on, Madam Deputy Speaker.

[Emma Hardy]

Does the right hon. Gentleman agree that the whole pupil premium system needs to be reviewed in order to look at children facing bereavement and at different eligib—eligibil—[Interruption.] I will get there in the end.

--- Later in debate ---

[Emma Hardy]

I obviously do. Does the right hon. Gentleman agree that we need to look at different criteria—I will go with that word—for children qualifying for the pupil premium?

[Robert Halfon]

The hon. Lady makes an important point. I passionately support the pupil premium—it was a great reform by the Government—but we need to make sure that all children who should be entitled to it get it. We need to look at suggestions like the one made by the hon. Lady.

The third flaw is that the pupil premium may not be effective enough. At current rates of progress, it will simply take too long for the attainment gap between children in receipt of free school meals and their better-off counterparts to close.

There are a number of challenges facing the Department for Education. The first is social justice. We have to make sure that our enthusiasm and support for early years, where children’s life chances are determined, matches the level of attention that schools and colleges receive. While the Department is investing in early years, there are also creative things that could be done to make better use of existing funds—for example, by reducing the threshold of the tax allowance on the 30 hours from £100,000 to £60,000. This would raise approximately £150 million to extend the free entitlement, or possibly fund maintained nurseries for a longer period than currently set. We also need to make sure that the level of support for students with special educational needs and disabilities is right. We had the first of our oral evidence sessions for our SEND inquiry this morning, and in the autumn we will be holding a combined evidence session to bring together our funding and SEND inquiries.

The next challenge is dealing with the—unfunded—rising cost pressures on schools. We face a crunch point if a recommendation to raise teachers’ pay is not funded. Teacher retention is tough enough without their being told by heads that even a 1% increase would tip the school into deficit.

I now turn to further education, which was mentioned by the hon. Member for Coventry South (Mr Cunningham). A really important report by the House of Lords Economic Affairs Committee has said that the gap in funding between FE and higher education is huge and damaging. In 2016-17, funding per head in FE was £3,000, while in HE it was more than three times higher, at £10,800. Although much of the last figure is borne—at least theoretically—by the individual rather than the state, it is totally inexplicable, especially when one considers that secondary schools are funded more generously than FE and when we know that many people from disadvantaged backgrounds benefit from the FE ladder of opportunity.

The fourth industrial revolution and the ability of schools to equip students of today for the workplace of tomorrow will have a huge impact on our skills base and our need for stronger skills in our country. I am concerned that the Institute for Apprenticeships and the University of Oxford do not get it on vital subjects such as degree apprenticeships and T-levels. Unlike the University of Cambridge, the University of Oxford has closed the door on degree apprenticeships, which is a huge shame, while the Institute for Apprenticeships said that it was “agnostic” about degree apprenticeships. But degree apprenticeships should be a strategic aim of the Government because they do so much to improve skills and to enable disadvantaged people to climb the apprenticeship ladder of opportunity.

The Government should look at the unsuccessful £800 million access fund, which is not producing great results given that the number of state school pupils going to university has remained pretty static over the past year. Perhaps some of that money could be put towards degree apprenticeships, to help those disadvantaged people benefit and climb that ladder of opportunity.

In conclusion, there has been huge and successful lobbying by the Department of Health and Social Care and significant lobbying by the Ministry of Defence. To be honest, I do not get many emails demanding more tanks in my constituency, but I do get hundreds asking about school funding. The truth is that we need textbooks, not tanks. I urge the Minister and the Secretary of State to do what the Health Secretary has done for the NHS: produce a 10-year plan for education. Go out there and battle for the right funding, so that our school, college and education system is fit for the 21st century.

School Funding

Debate between Emma Hardy and Robert Halfon

Wednesday 25th April 2018 Commons Chamber

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

It is a genuine pleasure to follow the right hon. Member for Harlow (Robert Halfon). I so enjoy being on the Education Committee with him, and with all my other Committee colleagues—

[Robert Halfon]

I just want to say that I did not see the hon. Lady sitting there—because I was so busy looking at the marvellous hon. Member for Colne Valley (Thelma Walker)—but I am delighted that she is also here today as another member of our Committee.

[Emma Hardy]

Thank you very much. We do genuinely get on very well on the Education Committee, which is a welcome change from what happens in some of the debates that are conducted across the Floor of the House.

I sometimes feel that there is a false dichotomy between the sort of education we are putting forward here and the type of education that the Government are putting forward. There are also many things to do with statistics that are simply not true. It reminds me of when I was studying for my A-levels and I was talking to my lecturer about the use of statistics. They said to me, “Ah, Emma, you see, statistics are what a lamp post is to a drunken man: it is not so much for illumination as for leaning against.” That has often been proven to be true in debates about education.

What I experienced in my 11 years as an infant teacher until 2015 was the cuts to our schools and the impact they were having. The Government can cite figures and dance around the issue, and we can cite figures right back at them, but what are the parents, the teachers and the headteachers saying? That is where the truth of the matter actually lies. In March, 50 primary headteachers from Hull wrote to the Secretary of State about funding. They are desperate for more money for the special educational needs and high needs budget. In Hull, as many as 526 children aged four and under have been identified as displaying challenging behaviour or SEN.

Higher Education (England) Regulations

Debate between Emma Hardy and Robert Halfon

Wednesday 13th September 2017 Commons Chamber

[Robert Halfon]

The hon. Lady is absolutely right on that, and I was pleased to visit her excellent local college when I was in my previous role. Of course she is right to say that we need a UCAS for apprenticeships and the skills system. That was in the Conservative manifesto and I believe the Government are working hard to achieve it.

Over the summer, the issue of vice-chancellors’ pay has consistently been in the headlines, and we need to examine the salaries of the senior management of universities. It cannot be right that 55 universities are paying their vice-chancellors more than £300,000 and yet a recent survey found that just 35% of students believe their higher education experience represented “good” or “very good” value for money. I am worried about the seemingly Marie Antoinette approach taken by some vice-chancellors, who are living in their gilded palaces and saying, “Let the students eat cake”, as they receive almost obscene amounts of pay.

[Emma Hardy]

Does the right hon. Gentleman agree that the salaries of not only some vice-chancellors, but some chief executive officers of academy chains and multi-academy trusts in this country are obscene, at a time when our education system is seeing so many cuts and schools are struggling so badly? Does he agree that we should also be looking at the obscene rates of pay in these academy chains?

[Robert Halfon]

We need to look at this across the board to make sure that salaries are related to performance and are seen as fair. I am not against high salaries, but what we have seen with some of these vice-chancellors, although not all, is pretty awful. As I say, their Marie Antoinette response to this just shows that they are completely out of touch with what is going on with a struggling economy, struggling students and so on. That is why I support the recent comments by the Universities Minister on pay and the restrictions the Government have proposed.

In my role as Chair of the Education Committee, I look forward to bringing greater scrutiny to the issue of pay and the wider value-for-money question. The hon. Lady is a new, valued member of the Committee, and I am pleased that one of the first areas the Committee will look at is the extent to which students are gaining a high-quality education and accessing graduate-level jobs. We will look at the evidence on how universities are currently spending the £9,000 and how an extra £250 would improve—or not—the experiences and outcomes of students.

Value for money must also be linked to interest rates. Not only are students graduating from university with greater debt than ever before, but they are facing substantially more interest on their loans. The interest rate of 6.1% is just too high; with the increase it will be more than 24 times the official Bank of England base rate. It has to be reviewed and it must be lowered, and it should be much more comparable to what happens in other countries. As the OECD highlights, our interest rate is one of the highest in western Europe, overburdening our students.