School Funding: North-east of England

Emma Lewell-Buck Excerpts

Wednesday 26th April 2017 Westminster Hall

[The Minister for School Standards (Mr Nick Gibb)]

Can I just clarify whether the hon. Gentleman is talking about funding to the school, or whether the figures he is citing are the cost pressures facing the school, which is different from the income?

[Mrs Emma Lewell-Buck (South Shields) (Lab)]

It is semantics.

--- Later in debate ---

[Mrs Emma Lewell-Buck (South Shields) (Lab)]

It is always a pleasure to see you in the Chair, Mr Betts. I thank my hon. Friend the Member for Washington and Sunderland West (Mrs Hodgson) for securing the debate, and all my hon. Friends who have spoken. I want particularly to thank my hon. Friends the Members for Hartlepool (Mr Wright) and for Middlesbrough South and East Cleveland (Tom Blenkinsop). I am sincerely sad that we will never hear from them again in this place—[Hon. Members: “Oh!]—well, for the time being anyway.

[Mr Iain Wright (Hartlepool) (Lab)]

We are not dead yet.

[Mrs Lewell-Buck]

I give way to my hon. Friend the Member for Washington and Sunderland West.

[Mrs Hodgson]

I made a terrible omission in my opening remarks, when I mentioned my hon. Friend the Member for Middlesbrough South and East Cleveland and all the work that he has done, but failed to thank my fabulous colleague, my hon. Friend the Member for Hartlepool, for his time here and say how sorely he will be missed. In my excitement at the start of the debate I had not noticed that he was also in his place, and I did not want him to leave thinking I do not love him as much as my hon. Friend the Member for Middlesbrough South and East Cleveland.

[Mrs Lewell-Buck]

I thank my hon. Friend for that intervention, which I echo.

[Catherine McKinnell]

I did not want to take up time in my speech, in case there was not enough time in the debate, but I too want to pay tribute to both my hon. Friends. I am sorry they are leaving but very much hope to hear from them again.

[Mrs Lewell-Buck]

As with my hon. Friend the Member for Washington and Sunderland West, it was in my excitement at the start of my speech that I said we might never hear from my hon. Friends again; I did not mean that, obviously.

The desperate state of schools in the north-east is clear from the speeches that my hon. Friends have made, but I am afraid schools throughout the country are in similar circumstances. The crisis in schools is a national failure, perpetrated by the Conservative Government, and made worse by news today of the failed free schools policy and by the decision made by the Prime Minister in her short time in office to divert school funding to grammar schools. That is despite all the teaching bodies, the unions and thousands of teachers talking about the crisis in schools. The Government’s response is to deny that the problem exists, trot out the mendacious response that funding in schools has never been higher, and try to introduce an inequitable new funding formula that has been universally condemned and under which every school in England is likely to face funding cuts in the next three years.

I hope that today the Minister will at least accept that there is a crisis in schools, and take the opportunity to explain why the Government are not responding to the consultation on the new funding formula this side of the general election. Surely the public deserve, at the very least, a summary of responses to the consultation, so that they can make a fully informed decision before they go into the polling booth.

Alan Hardie, the principal of the excellent Whitburn Church of England Academy in my constituency was recently forced, as many others have been, to do the Government’s dirty work; he had to send a begging letter to parents, asking for donations of £10 a month to cover basic resources. Alan said:

“We hear the same phrase repeated time and time again by the Department for Education that school funding has never been higher. What they neglect to mention is more and more of this funding returns directly back to central government through the very significant increases in employer’s National Insurance and pension contributions. This is a stealth tax that means that schools have less and less to spend on the pupils in their care”.

The truth is that schools in England are facing their first real-terms funding cuts in 20 years, and must find about £3 billion-worth of savings—on average about 7% of their overall budget; that the secondary schools that will experience the largest cuts will, in real terms, lose an average of £291,000; and that funding to the most deprived secondary schools, where more than 30% of children receive free school meals, will fall, while the highest relative gains will go to pupils in the least deprived areas. It is an all-too-familiar approach from the Government, who, time and again, make those who can least afford it pay for their mistakes.

Since 2010 the Conservatives have offered much in the way of rhetoric on education, but have consistently failed to make that a reality. Instead, they have left in their wake a litany of broken promises. They promised us they would recruit and keep the best teachers. Yet schools face a crisis of both recruitment and retention. Teachers are leaving the profession in record numbers, and many more are set to follow. The Conservatives promised they would create small schools with smaller class sizes, but the opposite is true. Even analysis by the Department for Education has revealed that more than 500,000 primary school children are now in super-sized classes of more than 30. In secondary schools more than 300,000 pupils are taught in classes of more than 30. The Government promised in their manifesto that money following children into schools would be protected and that funding would rise in line with pupil numbers. Yet the National Audit Office has confirmed that schools are required to make £3 billion of efficiency savings.

Worse still, the Department for Education does not have a clue where it expects schools to make those savings. Perhaps the Minister can use the debate as an opportunity to let us, and schools, know how the savings can be made; or will he confirm what we all know—that the only way to make the savings is by schools continuing to increase pupil-to-teacher ratios, reduce basic services such as cleaning and site and premises work, stop investment in books and IT equipment, cease providing apprenticeships to people such as Liam, who was mentioned by my hon. Friend the Member for Washington and Sunderland West, design curriculum offers that fulfil only basic requirements, not replace staff who leave, outsource support services, and lose more support staff, teaching assistants, lunchtime supervisors, caretakers and—the death knell—teachers?

The National Union of Teachers general secretary, Kevin Courtenay, said that headteachers are cutting back on all spending areas to try to keep teachers in front of classes. That is where the Government have taken us; it is the depth of the crisis in schools. Schools are struggling just to put teachers in classrooms. He has said that the fears about schools operating on a four-day week are real. Four-day weeks—that is the future of children’s education under another Tory Government.

Children with special educational needs and disabilities are another group that the Government promised to prioritise, but it is the hardest hit, as specialist support is no longer available.

The pupil premium, which was designed to help children from poorer backgrounds, is being used by almost a third of schools to cover their budget shortages, with schools with the highest numbers of disadvantaged pupils more likely to report cuts to staff as a result of those shortages. Is it not true that the Government’s priorities do not lie with disadvantaged children or children with special educational needs?

[Tom Blenkinsop (Middlesbrough South and East Cleveland) (Lab)]

Does my hon. Friend agree that a lot of these cuts have come from fiscal pressures? If the Government really were a defender of state education, they would review those fiscal pressures and the needs of state education above those of private education. At the moment, private schools, due to their charity trustee status, are exempt from taxation, to the detriment of state schools, which now have to pay higher national insurance levels and the apprenticeship levy. Private sector education seems to have special dispensation, unlike its state counterparts. Does she agree that the Minister should look at that fiscal arrangement first before making further cuts to state education?

[Mrs Lewell-Buck]

It will come as no surprise to my hon. Friend that I completely agree with him. This is about priorities, and the Government’s are completely wrong. Some £320 million has been promised for 70,000 new places at grammar schools, while other schools, such as those my hon. Friends have referred to, are having to send out begging letters and get rid of staff.

[Dr Blackman-Woods]

My hon. Friend is making a powerful case. Does she agree that the most pernicious aspect of the Government’s education policies is that schools in the most disadvantaged areas face the biggest cuts, yet the Government waste money on grammar schools for the few and not the many?

[Mrs Lewell-Buck]

I completely agree with my hon. Friend. The Government’s priority is an obsession with the educational policy of the 1950s and bringing back grammar schools. All of the evidence shows that those schools favour the wealthy. A child from a private prep school is 10 times as likely to get into a grammar school as a child on free school meals.

It is becoming crystal clear that the Government are not interested in the views of the profession, but I wonder whether they are interested in the views of children and parents. After all, it is their lives, hopes and dreams that the Government are playing with. Nathaniel Smithies is a year 9 pupil at Whitburn Academy in my constituency. He wanted me to say to the Minister:

“I feel worried when a school like mine with an Ofsted Outstanding is so worried that it has so little money in the coffers that it has to ask our parents to pay to try and give us the level of education I know my teachers want to give us. I’ve noticed extracurricular and enrichment activities are diminishing, and we have to pay for little extras for art or for materials like Corriflute or balsa wood for graphics lessons or modelling. And we have a set limit on printing—like if you need to print your homework out at school. I didn’t have to do this when I was in year 7.”

Nathaniel’s mam, Lisa, added:

“When I was asked to help fund my child’s education by contributing £10 per month I felt myself torn. As a mother who wants to provide my child with the best chances possible to fully realise his wonderful, as yet unrestricted potential, I will do whatever I can afford to make this happen…But by contributing to my school do I help create a two-tier education, whereby children whose parents can afford to contribute get a better education than those children whose parents are not able to contribute? Does it mean that later on I will be told by the Government that school budgets are adequate because I have helped bridge the funding gap and will now have to continue to do so to maintain the status quo?”

She went on to say:

“I often hear politicians say we need to invest in the future. Surely there is no sounder investment in the future than for a Government to invest in educating children and providing all children the opportunity to be the best they can be, so that all our futures are the best they can be. Somewhere out there among today’s schoolchildren there are future Prime Ministers and the next generation of innovators, artists, writers, athletes, engineers, soldiers, scientists, leaders, doctors, nurses and educators. A good education for all leads to a more tolerant, fairer and integrated society. We should be saying what more is needed—not how little can we spend on our schools before we break them!”

The coming election is a real chance for parents to make a choice for the future of our education system. I know what Labour’s response is to Lisa’s questions. We want an education system that works for all of our children, not just the lucky few, and we will invest to ensure the highest standards in schools, where every single child is cherished and supported. Will the Minister answer Lisa’s questions? I am sure that parents up and down the country want, and are fully entitled to, all of the answers.

[Mr Clive Betts (in the Chair)]

I will leave two minutes at the end for the mover of the debate to respond. I call the Minister.

--- Later in debate ---

[Mr Gibb]

I did not say that there are no issues. I said that there are cost pressures facing schools, but I want to get the factual basis of the issues on the record, so that we know what we are debating. It appears to me that hon. Members in this debate are opposing the national funding formula. The national funding formula is designed to address iniquities in the system and will do so. As a consequence, schools that have been historically underfunded on the basis of their intakes will no longer be so, if and when we implement the national funding formula.

[Mrs Lewell-Buck]

Will the Minister give way?

[Mr Gibb]

I will, and then I will make some progress.

[Mrs Lewell-Buck]

I disagree with the Minister; I do not think we can separate the existing funding pressures from the national funding formula. If he is so confident in the Government’s new national funding formula, why will his Department not publish its response to the consultation before the general election?

[Mr Gibb]

Well, we are now in purdah and therefore it is not permitted for us to make announcements of that magnitude during the election period.

[Mrs Lewell-Buck]

How convenient.

[Mr Gibb]

It is not convenient, actually.

School funding in the constituency of the hon. Member for City of Durham (Dr Blackman-Woods) will rise by £0.4 million—a 0.9% increase—as a direct consequence, again, of introducing the national funding formula. School funding is at its highest level on record, at almost £41 billion this year, and it is set to rise to £42 billion by 2019-20 as pupil numbers rise.

However, the current funding system is preventing us from getting that record sum of money to where it is needed most. Underfunded schools do not have access to the same opportunities to do the best for their children, and it is harder for them to attract the best teachers and afford the right support. That is why we are reforming the funding system by introducing a national funding formula for both mainstream schools and the high-needs support provided for children with special educational needs. It will be the biggest change to school and high-needs funding for well over a decade.

Such change is never easy, but it will mean that, for the first time, we have a clear, simple and transparent system that matches funding to children’s needs and the school they attend. In the current system, similar schools and local areas receive very different levels of funding with little or no justification. Those anomalies will be ended once we have a national funding formula in place, and that is why we are committed to introducing fair funding. Fair funding will mean that the same child with the same needs will attract the same funding regardless of where they happen to live.

We launched the first stage of our consultation on reform in March last year. We set out the principles for reform and proposals for the overall design of the system, and more than 6,000 people responded, with wide support for those principles. Last month we concluded the 14-week second stage consultation, covering the detailed proposals for the design of both the schools and high-needs formulae. Our proposals would target money towards those who face the greatest barriers to their education.

In particular, our proposals would boost the support provided for those who are from deprived backgrounds and those who live in areas of deprivation but who are not eligible for free school meals—those ordinary working families who are too often overlooked. We propose to put more money towards supporting those pupils who have fallen behind, in both primary and secondary school, to ensure that they have the support they need.