Education: Return in January

Esther McVey Excerpts

Wednesday 30th December 2020 Commons Chamber

[Gavin Williamson]

I join the hon. Lady in thanking all those in her constituency who have done so much to ensure continuity of education for so many children. The great city of Liverpool is one of the areas that have experienced very high infection rates. The teaching staff and communities making sure that schools stayed open and that children were able to get the benefit of education are a real testament to the hard work done by so many in the teaching profession.

Over 500,000 of the laptops have already been distributed to children from the most disadvantaged backgrounds. Many hundreds of thousands more will be distributed in the coming weeks. That will benefit the hon. Lady’s constituents, mine and the constituents of us all.

[Esther McVey (Tatton) (Con)]

Those who are due to sit their A-levels and GCSEs in 2021 have suffered, and continue to suffer, far more disruption than those who were due to sit them earlier this year. Will the Secretary of State accept that the only sensible and fair course of action is to cancel these exams too, to ensure that those students’ prospects are not damaged by taking exams that will have been rendered virtually meaningless?

[Gavin Williamson]

That is why we took action to ensure that the generosity of grading mirrors that of 2020 and have announced the exam subjects with advance notice, so that teachers and students, in the final months in the run-up to the exams, can focus on the topics and areas that will be examined. We believe that unless there are exceptional circumstances, exams are the fairest and best form of assessment. All the evidence points out that children from the most disadvantaged backgrounds and children from black and ethnic minority communities are most disadvantaged by non-exam assessment and are given the greatest advantage when they sit exams.

Tuition Fees

Esther McVey Excerpts

Monday 16th November 2020 Westminster Hall

[Esther McVey (Tatton) (Con)]

I thank the hon. Member for Islwyn (Chris Evans) for bringing this important matter to the House. I know that he is also the joint chairman of the all-party parliamentary group on customer service, so he must be appalled by the customer service that students are receiving.

I have been following the matter for almost a year, from the strike action to the first covid-19 lockdown, through the exam situation, the return to university and lockdown again. I have spoken to and supported students on the way, and I have learned a lot about what they are going through.

In fact, I made a Blue Collar Conversations podcast on the issue on 23 May called “Has COVID19 Injected a Degree of Uncertainty into University Education?”. I spoke to a list of students, including Emily Bethell, who spoke on behalf of many and relayed some of the things that had happened. In March, the week before lockdown, she was told that if we went into lockdown, the university could cope—that it could move online, it had a good online portal, they could carry on working and it would be relatively normal. However, that was not the case and it did not work out like that.

Despite those institutions being the height of academia, students watched revision lectures that turned out to be a rehash of those from previous years. As for contact, there used to be one-to-one contact—about 120 hours per term—but in the summer term that went down to just four hours, and there was no reduction in the fees. She did not make a complaint, because she thought that her university was measured on good results, and, “We had been told that our exams would be marked compassionately, which meant that we could all get good results”. Therefore, there was no recourse, no complaint and she would not get a refund. She said that this was not her being cynical; she said that this is what they are all talking about, as students together.

She said, “You know, I don’t feel like a student. This is something I have wanted to do all my life. I have aimed to get to university. I feel more like a commodity, and I don’t feel that others think that my education is paramount. It is to me; that is why I am paying £9,000 to attend university.” She also said, “You know what? What I am receiving now is not what I contracted for. It’s not what I signed up to do. I feel more like a tin of baked beans, just packed high and sold off—only in this instance, they are not being sold off cheap. They are being sold off at a very dear price.” She added, “If I had purchased a car with this many problems, I’d have wanted it to have been fixed or I’d have wanted my money back”.

Then there is Bronwen Kershaw. Again, I spoke to her in March, on the 19th. She was in the library and the only thing that she saw was a little notice there saying that it would be closed from the following day. Bronwen studies history and most of her books are actually in hard physical form. With the library being closed the following day, before the exams that were coming up in a couple of months’ time, she had to quickly get as many physical books as she could. There were not that many there, and all the other students were doing the same thing.

Bronwen had hoped that this process would perhaps set about the modernisation of university—surely the books should be online on JSTOR, or on some sort of online library catalogue. The universities need to modernise. She said what she had was “poor service” from March onwards. She received group emails; nothing was personalised. There was no interaction. She said that it was as if strike action had carried on in that university. One of her lecturers had poor internet connection at home, which meant she did not get any online tutorials because it was not possible. So, she felt abandoned and let down.

She then looked into how she would go about getting a refund, but it is not that easy. Then, 20 weeks ago, via the online platform Student Problems, I was interviewed about how a student gets a refund. Obviously, the contract is between the student and the university, so the student has to make a complaint against the university. Then, they have to exhaust the internal process, and only then can they go to the Office of the Independent Adjudicator for Higher Education. Their complaint will be balanced against what the Quality Assurance Agency for Higher Education says should be the standard of education expected. However, some students did not go along that path. I spoke to the host of the Student Problems website, Sam Rostron, and he asked, “Why don’t you think students are following this route? What are their concerns?” I said that many of them had said to me that they feared reprisals. They were only in their first or second year and they thought they might not get the grade that they should, so they felt that they did not want to upset the apple cart and would not pursue that route. They also said that, in a way, covid was a brand new situation, so they wanted to forgive the university in a way—perhaps it was trying its very best. This was also something that they had wanted to do all their life, so lots of students did not pursue any sort of refund.

Since then we have had the summer recess, and months and months have passed. The students went back to university, having been told they could return. The universities welcomed them and the Government said, “You can go back”. They thought that meant the universities would be up to speed, would be covid-compliant and would be able to teach online. However, that has not proved to be the case.

I am speaking now on behalf of parents from my constituency. Joe Egan from Wilmslow’s son was only at Newcastle University for 48 hours before he was told that all his tutorials and lectures would be online. If he had known that beforehand, he would have taken an Open University degree. Shirley Smith from Alderley Edge has a son who is a fresher at the University of Northampton. She told me that he has only been offered online teaching. She also raised concerns about the evacuation-style plan to get students home for Christmas. Bethan Weston from Wilmslow raised concerns about the mixed standard of lectures, among other issues. Her daughter is in accommodation with 23 others. She has not been able to socialise. She is living in a house, but because there are no communal areas, they are all sitting in the halls and on stairways to speak to one another. She is concerned about the debt, the lockdown and the students’ mental health issues. She said it compares to a prison camp. It is unacceptable. How were young students allowed to go back to university when universities did not have the capability to look after their students? Some of them have literally been locked up in student accommodation.

Another example comes from the Birley campus at Manchester Metropolitan University, posted on the Student Problems website. Some 1,700 students were told to self-isolate for 14 days. How was that news broken to them? They went to leave the campus and were told by security guards that they had to go back inside. There were no emails for a couple of hours. They did not know what was going on. They got no refund for their rent. They all said it was more like Her Majesty’s prison. They were then labelled as super-spreaders and looked down on by the general public. They said that was unfair. They had been told that they could go to university. What else were they to do?

On 11 November, the SAFER—Student Action for a Fair and Educated Response—report came out. It said that our universities have prioritised profit over student welfare, and that the cost of an online honours degree at the Open University would be over £9,000 cheaper at the end of three years. It said there is a lack of adequate support in the halls, of regular testing and even of food. We are talking about vulnerable 18 and 19-year-olds for whom this may be the first time they have moved away from home, and this is how they are being treated.

My question to the Minister come from students in my constituency, parents and SAFER. The university has claimed tuition fees are a Government issue; the Government are saying they are a university issue; people are asking the Government to clarify who is responsible. If both university and Government are responsible, how and when will the issue be resolved? If it is a university issue, what pressure can Government bring to bear on the universities to get this sorted? What meetings are Government Ministers having with university students, so that they can explain their concerns? Can we have a simpler refund process? Finally, can there be an automatic refund for those who were locked down? Universities and Government must do the right thing by our young people and their families.

--- Later in debate ---

[Michelle Donelan]

I congratulate the hon. Gentleman on securing this important debate, and I am grateful for the opportunity to respond to a number of the points that he and other hon. Members have made.

I acknowledge the significant impact that covid-19 has had on staff, students and higher education providers. The Government do not for one minute underestimate that. This pandemic has been hard for all of us, but in so many ways young people have been disproportionately impacted. Students have been left facing a number of challenges. I am hugely grateful for the resilience, innovation and dedication shown by staff and students over the past nine months. The constant uncertainty has made things worse, but the improvements in mass testing and constant scientific advances, including a potential vaccine, offer a glimmer of hope.

We have heard some compelling speeches today focusing on the case for a tuition fee refund. I repeat that the Government get how hard the ramifications of covid have been. In fact, they have been at the forefront of my mind throughout. Since March, therefore, I have emphasised the importance of keeping universities open during the pandemic, as I reiterated in my recent letter to higher education providers. We simply cannot ask young people to put their education and lives on hold indefinitely. The human cost of lost opportunity and damaged social mobility would be immense. The Government were elected on a manifesto to level up; curtailing the ambitions and dreams of our young is not the way to achieve that.

We listened to the scientific advice, which informed our higher education guidance at every stage, including the return to university. The hon. Member for Islwyn and many other hon. Members have called for a blanket tuition fee refund, but it should be noted that the Government do not set the minimum level of tuition fees. We set the maximum, and we have been very clear that if higher education providers want to continue to charge the maximum, they must ensure that the quality, quantity and accessibility of tuition is maintained. We have been working closely with the Office for Students to ensure that, and we will continue to do so.

We have heard accounts of students who feel that the quality of their education has declined. My message to them is that there is a system in place that can help. First, a student should pursue the official complaints procedure at their university. If they remain unsatisfied, they should go to the OIA. That can lead to some form of tuition fee refund. Without the first stage, institutions would not have the opportunity for early resolution of complaints with students, so it is important.

I hear the concern, including from my right hon. Friend the Member for Tatton (Esther McVey), that students may be reluctant to come forward. I reassure all students, however, that the OIA’s good practice framework is clear that there must be appropriate levels of confidentiality without disadvantage and that providers should make that clear to all students.

OIA cases will normally be completed within 90 days, and the process is designed to make it simple and easy for students. The form is online. It asks for basic information and a summary of the complaint. The OIA requires the provider rather than the student to send it all the information. Some hon. Members have argued that the policy places too much on the shoulders of students.

[Esther McVey]

As a point of clarification, it will not stay anonymous if the first stage is for the student to go via the university for redress.

[Michelle Donelan]

The whole purpose of having that first stage is for the university to have a chance to deal with the complaint, as there might be opportunities to do so that do not include refunds. I was trying to express the fact that, in the formal process with the Office of the Independent Adjudicator, there are protections for students against any potential backlash that might be feared from going against the university. The degree of anonymity is hindered—if it is completely anonymous, it is impossible to pursue a complete complaints process—but there are protections for students.

As I was saying, hon. Members have argued that the policy places too much on the shoulders of students and that we should instead adopt Government finance-backed refunds. I wholeheartedly dispute the suggestion that all students are being let down. Tuition does look different, because we are in the midst of a global pandemic, but different does not have to mean inferior.

Universities have invested heavily in innovative and dynamic learning and have utilised technology. I have seen many examples of interactive lessons that staff have worked tirelessly, hour after hour, to produce. In fact, a recent survey by Unite showed that 81% of students were happy that they did not defer, and four in five agreed that, although it is not how they expected their first university year to be, they valued their time there.

I am not for one moment suggesting that there have not been some institutions, or some faculties within them, that may not have given students the learning they deserve, as we have heard in accounts today. For those students, the process is in place; that is exactly why it was set up. The majority of students, however, have been supported by hard-working staff, who have invested hour after hour to support students in their learning. There has been an enormous effort made throughout the higher education sector to maintain the high quality expected by this Government. In fact, when done well, online learning takes many more hours to produce and costs more, as the fixed costs—including labour—remain the same and are combined with additional technology costs.

Yes, universities are autonomous institutions, but as a Government, we have a responsibility to the millions of students studying across the country to ensure that their education can continue and that it continues in a way that meets the high quality bar that we usually expect, and that they expect.

The findings of the Petitions Committee inquiry were clear that although students who are entitled to a refund should be able to access information about how to claim, a wide-scale refund should not be the way forward, and we agree. A range of guidance for students and providers already exists—from the OFS, the Competition and Markets Authority, the OIA and the Quality Assurance Agency for Higher Education—and we have been working to highlight and co-ordinate that advice even more for students. Universities must anyway adhere to consumer law and make their complaints process, and the OIA’s process, clear to students. The NUS has promoted this process during the pandemic, as have I, especially on student-facing media.

As the Petitions Committee recommended, we have established a working group that includes the NUS, the OFS, Universities UK, the OIA and the CMA. The OFS is working on a comms campaign, and a new page is now on its website that pulls together existing guidance on consumer issues. The OIA is consulting on new arrangements for dealing with complaints from groups of students, to speed up the process and ensure that those students who have a degree of commonality can be brought together in one complaint. I am also working on additional ways to further promote the rights of students and the processes they should follow, including working with Martin Lewis and his Money Saving Expert team.

Further to the comments made by my right hon. Friend the Member for Tatton, I want every student to know that they do have consumer rights. The CMA produced guidance on this issue earlier in the year and, for higher education providers, it is clear: universities should have been clear before the start of the academic year about what students could expect in these extraordinary circumstances. If students feel they have not got what they expected, they should follow the process. As outlined by the CMA, each student has a contractual agreement, and that agreement will differ per institution, which is another reason why a blanket system of refunds would not necessarily work.

Once again, let me be clear: it is not acceptable for students to receive anything less than the high-quality education they expect from our world-leading sector. A change in the mode of delivery to online or blended learning should not mean that quality declines. This is not a case of “pay the same and get less”; this is about providers changing their mode of delivery in an unprecedented situation to prioritise public health.

Providers will be best placed to be informed about decisions regarding the proportions of online and in-person learning, working with their local Public Health England teams. There are so many examples of innovative providers and the work they have done. I will highlight just a few. The University of Leeds utilised virtual classroom technologies, enabling students in Leeds and those studying remotely to engage together, and this has been seen in many universities. The University of Northampton used webinar software to successfully replicate a mock courtroom scenario, and the University of Sheffield’s faculty of engineering developed an approach to remote teaching of practical elements, shared with the sector. Some universities, such as Cambridge, have sent science, technology, engineering and mathematics students items of lab equipment to work with at home, and there are many, many more examples.

The OFS has stipulated that quality must be maintained and that the conditions of registration must continue to be met. It is directly engaging with those providers that have moved their provision online due to the coronavirus restrictions and is assessing material to check that the quality and quantity of provision are maintained and that it is accessible. Students can raise their concerns directly with the OFS.

However, tuition fees do cover much more than simply teaching: they include the support services that universities offer, such as mental health and wellbeing, as well as the provision of study spaces, library resources and much more. It is clear that these important services must be maintained, especially when students are isolating, in regards to wellbeing, mental health and communications. We as a Government have been very clear about that.

To answer the question asked directly by my right hon. Friend the Member for Tatton regarding my engagement with students, which was also posed by the hon. Member for Kingston upon Hull West and Hessle (Emma Hardy), I have regularly engaged with the NUS. I have engaged with the OFS student panel and with students who are present for the various visits I make on a regular basis, particularly the working groups of care leavers who are students. I have also done a magnitude of student-facing media, answering questions in online forums. I believe that is essential, because I should be speaking to students and the sector, detailing our policy and responding to their queries.

Rather than focusing on wide-scale refunds that in reality would make little difference to the money in students’ pockets—and let us not forget that more than 50% of students never pay back their full student debt—the Government are focusing on the outcomes of the higher education experience. We are focusing on ensuring that the courses lead to qualifications, and working hard so that students are supported and safe. Drawing on the expertise of the higher education taskforce that I set up, we have been providing robust public health advice and guidance to universities, so I dispute the claim made earlier in the debate that the Government have not given clarity to universities.

From the start of the pandemic my priority has been to protect student mental health and wellbeing, and we have asked providers to prioritise that. We have worked closely with the Office for Students to create the Student Space to address the additional mental health challenges that covid presents. That is a £3 million project, to be delivered with Student Minds, and it has recently been extended. That is on top of wider Government support that includes £9 million for charities. We monitor it all the time. My heart goes out to all the families who have experienced student suicide in the past few months, and to the friends and all the people who knew those students. It is an awful tragedy, and no words can give an account of how I, or other hon. Members here today, feel about it.

The hon. Members for Leicester East (Claudia Webbe) and for Kingston upon Hull West and Hessle raised the issue of student hardship and the £256 million fund. We have clarified that providers can use that money for the entire academic year. It is for student hardship—for digital devices, for mental health support—so it is right that we keep referring to it. We were quite up front at the beginning about how it could be utilised. Before the beginning of the academic year—before August—we also outlined that £23 million per month could be utilised. I am afraid I shall continue to use that figure, because it was for the entire academic year. Student hardship is something that we continue to monitor, and each university normally has its own hardship pots as well. The Department has also allocated £195 million for technology devices for educational settings, for which care leavers at higher education providers qualify.

Education Funding

Esther McVey Excerpts

Tuesday 4th June 2019 Westminster Hall

[Gordon Henderson]

I agree; I will come to the national funding formula later, if my hon. Friend will bear with me.

I will continue my thread about illiteracy, which is a huge problem in my constituency. We had several skills companies in my area, which taught adults basic literacy in preparation for the vocational training that they provided. Because of the new funding system for skills providers, however, which discriminates against constituencies such as mine, one of those companies has had to close and another is struggling financially.

The Secretary of State’s letter boasted that in Kent, an extra 27,300 school places have been added since 2010, including the establishment of 10 free schools, and that a further 13 new schools have been cleared to be created in coming years. Again, however, that statistic hides an inconvenient truth, which is that many schools in my constituency are bursting at the seams, particularly the secondary schools in Sittingbourne, where an already dire situation is being made worse by the ludicrous independent appeals procedure.

One of my local schools has a published admission number of 285 pupils, but because of the shortage of places in Sittingbourne secondary schools, and following a request from Kent County Council, the head agreed to increase this year’s intake to 330. In turn, Kent County Council committed to fund the building of a new classroom block to accommodate the extra 45 children. During the building work, which is due to start in the summer, four classrooms will have to be decommissioned, but despite that, the school was confident that it would be able to accommodate the additional pupils.

Then the independent appeals panel stepped in. It heard appeals from 53 parents who wanted to send their children to that school. Bizarrely, it upheld all 53 appeals, so the school is faced with finding accommodation for a total intake of 383 pupils. The knock-on effect of such a dramatic increase is horrendous. The head’s first question is, if there was room to build additional accommodation—which, incidentally, there is not—who would fund it? Nobody has been able to answer that question yet. Kent County Council has made it clear that it will not borrow any more money to fund the building of additional schools or buildings. Quite rightly, it believes that the Government should fund those schools via the basic need grant system.

Other secondary schools in Sittingbourne face a similar situation of demand outstripping the number of available places. That problem was brought about by the rapid population increase in my constituency, which was driven by Government housing targets that were imposed without any additional Government funds being allocated to ensure that the necessary infrastructure was put in place first. It is all very well for the Department to claim that 27,340 additional school places have been created in Kent, but few of those places are in the areas of most need. Frankly, without the funding to provide more schools where places are needed, the statistic is meaningless.

On funding, the Secretary of State talks in his letter about the 2019-20 national funding formula allocation to Kent and explains that the county will get £3,793 per primary pupil and £4,941 per secondary pupil. Those figures graphically illustrate the historical underfunding of Kent schools, which is put into sharp relief by the comparable funding figures in Greenwich, which are £4,907 per primary pupil and £6,698 per secondary pupil. Hon. Members might point out that Greenwich is an outer London borough with areas of deep social deprivation, but I have news for them: Kent is not entirely made up of affluent areas such as Sevenoaks and Tunbridge Wells. Many areas, particularly in Thanet and Swale where my constituency is, have council wards with social deprivation as deep as any found in outer London.

To take another example, I am sure that hon. Members agree that Essex is a comparable county to Kent; indeed, we are neighbours, albeit separated by the Thames estuary. Essex is due to receive £3,843 per primary pupil and £5,018 per secondary pupil. I appreciate that they are not huge differences individually, but they make a big difference to school budgets collectively. Why does the Department think that Kent pupils cost less to teach than those in Essex? They do not—indeed, the reverse is often the case—but the difference highlights a long-standing funding deficiency for Kent schools. The figures speak for themselves.

[Ms Esther McVey (Tatton) (Con)]

My hon. Friend is talking so much truth there. It is not just in Kent; it is not just in Essex; it is in Cheshire, and across the country. We are crying out for more funding for our schools. We had £1.3 billion, and that was good. That is why I pledge the £4 billion more that we need for our schools, so that the education standards that my hon. Friend is talking about are the same for everybody throughout the country.

[Gordon Henderson]

I agree with my right hon. Friend. As a proud man of Kent, and a Kent MP who is doing the best for my constituency, I want to focus on Kent, but I understand that she will have problems in her constituency as well.

The figures speak for themselves. In terms of schools block funding, Kent is ranked 139 out of 152 local authorities. How can that be right or fair, particularly when we consider Kent’s location, so close to London, with all the cost pressures that that entails? As we move towards implementation of the national funding formula, Kent will still be 7% below the national average, while inner London boroughs will be 32% above the national average, which means that per pupil funding in inner London will be £1,774 more than in Kent.

That leads me on to another problem that faces many Kent schools, including those in my own area—one that I have raised before in this House and will no doubt raise again and again, until something is done about it. London boroughs are buying up or renting homes in our area into which they place homeless families, many of whom have special social and educational needs. Although the London boroughs pay the housing costs for the families, it is Kent social services and Kent schools that are expected to meet the costs of providing the social and educational help that they need. London boroughs are also increasingly placing cared-for children into Kent, once again without providing the financial support needed to look after and educate those children.

Let me make it very clear that schools in Kent willingly accept their responsibility and meet the financial commitment needed to educate those children. However, their benevolence is putting an additional strain on already stretched school budgets. The strain is particularly acute when it comes to providing special educational needs support. There is already severe pressure on the high needs funding block, and that is being made worse by the ever-increasing number of children in Kent who require SEN support.

The letter from the Secretary of State presented a rosy picture of education funding that simply does not reflect what is actually happening in our schools, nor the problems they face.

Education Funding: Cheshire

Esther McVey Excerpts

Wednesday 13th February 2019 Westminster Hall

[Ms Esther McVey (Tatton) (Con)]

I beg to move,

That this House has considered education funding in Cheshire.

It is a real pleasure to serve under your chairmanship, Mr Hosie, and I am grateful to the Minister for being present to respond to this important debate. I am also grateful to the Secretary of State for agreeing to meet headteachers in my constituency, and I am delighted to be joined by my hon. Friends the Members for Congleton (Fiona Bruce) and for Eddisbury (Antoinette Sandbach), who share my concerns about this important matter—I know that there might not be enough time for my hon. Friend the Member for Congleton to make a full speech, because this is only a short debate. I also notice that friends from across the House are present, including the hon. Member for City of Chester (Christian Matheson).

I acknowledge the support that has been provided nationally to date, including the £1 billion increase in funding, the extra support for teachers’ pay and pensions and for capital spend, and the increase in overall education funding since 2010. However, increases in costs are outstripping that extra funding, and there are discrepancies and differences in school funding in different parts of the country. The funding of Cheshire’s schools is, and will be, seriously negatively impacted by its geography, rurality and perceived needs, or lack of needs. We will explain some, and hopefully most, of the key issues in the time that we have, so that if the Minister does not have time to go through everything, he will be able to meet us and address those funding shortcomings.

First, Cheshire East Council is considering its three-year budget forecast to 2020-21 and its calculations for its maintained schools, and it says that by March 2021, 50% of maintained schools in the borough will be reporting a deficit in excess of £100,000. The total forecast deficit will equal £9.2 million—that is 10% of those schools’ funding—which will affect 38 schools in the borough. Cheshire’s national funding formula consultation identified cost increases of 8% from 2016-17 to 2019-20, but funding in Cheshire East has only increased by approximately 2%. As the lowest-funded authority, our schools already have lean budget plans, which makes addressing those pressures even more challenging than in other areas. The current national formula is shifting resources away from areas—such as Cheshire East—with relatively low deprivation levels, reducing basic funding levels and not leaving enough to run the schools.

Under those conditions, it is not possible in Cheshire East to meet the headline minimum per pupil levels in all cases. Where school deficits are exceeding £100,000, schools will have to look at reorganising, whether that means creating federations or possibly closing. That will not meet the needs of families and children in Cheshire East, because the money will be diverted into transportation to get children to their schools. The pressures on special educational needs services continue to grow, particularly given the contribution of £6,000 that schools need to make. I have been told that because of that contribution, some schools might refuse to take children with special educational needs, or that schools that are all-inclusive and do accept those pupils will face an extra strain on their budget.

[Mike Amesbury (Weaver Vale) (Lab)]

Presumably, the right hon. Lady was sitting at the Cabinet table in July when the latest school funding formula was discussed. I do not know whether she made representations to the Chancellor at the time, or even pressed the Cabinet for a vote, as there are well-documented claims that she did in the case of Brexit. We share some of her analysis of school funding cuts, but this matters when it comes to the Division Lobby, and in the right hon. Lady’s case, when it comes to her collective responsibility as a member of the Cabinet.

[Ms McVey]

As the hon. Gentleman will know, the fact that the extra £1 billion was put in place was particularly due to the pressure applied by my hon. Friends the Members for Congleton and for Eddisbury. As I only returned to the House at the 2017 election, I too applied pressure, because I think it is vital that schools get the money they need for education. For me, education is one of the key building blocks of social mobility that every child needs, so I did indeed make sure that we pressed for further funding. I would like that to be on the record.

[Antoinette Sandbach (Eddisbury) (Con)]

Does my right hon. Friend agree that the pressure that was put on by my hon. Friend the Member for Congleton and myself, and indeed by other hon. Members who met with the Minister to ensure that a minimum level of funding was applied, resulted from the particular problems in Cheshire East and Cheshire West and Chester? Does she also agree that those problems are linked to the formula by which rurality is calculated, which is as the crow flies, rather than as the car or bus travels?

[Ms McVey]

My hon. Friend is correct in what she says and in the work that she has done. I am glad that I have entered the House again, enabling me to unite with my friends and push these important points.

[Laura Smith (Crewe and Nantwich) (Lab)]

Will the right hon. Lady give way?

[Ms McVey]

If the hon. Lady does not mind, I will continue a little bit further, because I do not have much time. This is only a 30-minute debate, and I know the Minister has to respond, so I want to raise a couple of key points about Cheshire West and Chester. However, I know that the hon. Lady has done a lot in this area, and has a lot of knowledge about it.

The key challenge in Cheshire West and Chester is that it is funded below the average of all local authorities, due to the emphasis in the national funding formula on funding areas of deprivation and areas with higher living costs. Under that formula, Cheshire West and Chester is funded at the minimal level of funding for all local authorities for early years provision, meaning provision for three and four-year-olds. In 2018-19 and 2019-20, Cheshire West and Chester has received the minimum 0.5% increase in school core funding, but in the same period, local government officers’ payment bills have increased by 5.6% and teachers’ pay costs have increased above the anticipated public sector pay cap. Spending is outstripping the funding that is going into that area, and as a result, Cheshire’s primary schools are now 44% less funded than London’s primary schools and its secondary schools are 49% less funded than in London.

My key questions to the Minister are as follows. Will he commit to look again at rural funding and address the discrepancy? Does he accept that the increase in costs is outstripping the increase in funding? Will he provide support when local authorities have to use independent schools to meet specific needs? Will he support Cheshire in creating additional special educational needs places, and provide capital investment to enable that to happen? Will he also look at the apprenticeship levy and whether it needs to be applied to schools, and if that is the case, make sure that the levy can be used in a wider context—maybe training, rather than just apprenticeships? Will he ensure that in the forthcoming spending review, he applies for more funds for the Cheshire area, now that he understands the discrepancies in funding in that area?

As I said, although we appreciate the money that has come in, when we look at how that money is filtering through, we see that there are still needs. Additionally, given the increase in housing and development in the Cheshire area that we all know about, considerably more pupils will be wanting to go to school. There are more children with needs in that area, including complex needs, and more demands are being placed on the local authorities of Cheshire East and Cheshire West and Chester. I appreciate that the Minister might not be able to give a full response to those questions today, but will he agree to a subsequent meeting, so that we can all work together to make sure that our area gets the right funding for its children?

Oral Answers to Questions

Esther McVey Excerpts

Monday 4th February 2019 Commons Chamber

[Nick Gibb]

On 28 January, we launched the teacher recruitment and retention strategy, which was designed collaboratively with the education sector. Its centrepiece is the early career framework, which will underpin a fully funded two-year package of structured support for all teachers in the first two years of their career. We are also building a career structure for teachers who have more experience. It is a very good package, designed to increase retention and help with recruitment.

[Ms Esther McVey (Tatton) (Con)]

Will the Secretary of State look again at school funding in rural areas, particularly Cheshire, and push for further funding at the spending review? Will he commit to come to Tatton, to meet some of my headteachers?

[Damian Hinds]

I am conscious of the issues around rural and smaller schools. We have made adjustments for that in the national funding formula, but I am happy to visit Tatton and meet some headteachers.

Schools Update

Esther McVey Excerpts

Monday 17th July 2017 Commons Chamber

[Justine Greening]

This was clearly an announcement of more money. However, as the hon. Lady will recognise, it is important for us to work with schools not only on their non-staff budgets but on their staff budgets. When I talk to headteachers, they are keen to ensure that they are able to use the staff they have as well as they can. We will be working more proactively with schools to help them to understand how they can do that better.

[Ms Esther McVey (Tatton) (Con)]

I congratulate the Government on choosing to prioritise school funding, which has been such a huge issue in Tatton and throughout the country. All the Cheshire Members of Parliament have come to my right hon. Friend saying what we need for our local schools, and I therefore welcome today’s announcement. So that everyone can be clear about the position, however, will my right hon. Friend confirm that what she is saying is that there will be a higher per-pupil funding level for every pupil?

[Justine Greening]

Yes, indeed. We will be making that funding available to local authorities. Ultimately, local authorities will also go through a process of setting their local formulas, but the funding that we are giving them will enable them to do that.

It is fantastic to see my right hon. Friend back in the Chamber. She made a rapid start in representing her community on this issue after returning to the House. It is great to see her. She was, of course, subject to some of the nasty campaigning that I think will be debated in the Chamber later this evening.

Education: Public Funding

Esther McVey Excerpts

Tuesday 4th July 2017 Commons Chamber

[Ms Esther McVey (Tatton) (Con)]

Will the Minister of State confirm what this means for Tatton schools in particular and Cheshire schools in general? Will there be no cuts in their funding?

[Nick Gibb]

It is good to see my right hon. Friend back in her place, and I am happy to confirm that no school will see a cut in funding as a consequence of the reforms to our national funding formula.

Further Education Loans

Esther McVey Excerpts

Tuesday 17th July 2012 Westminster Hall

[Mr Gordon Marsden (Blackpool South) (Lab)]

It is a pleasure to serve under your chairmanship, Dr McCrea, and I congratulate my hon. Friend the Member for Stoke-on-Trent Central (Tristram Hunt) not only on securing this debate, but on the detailed, cogent and strong case he made that gave both an overview of the issue and the specific details from his constituency. This debate is necessary because, as has been pointed out, the Government have used negative resolution procedure to lay regulations on these loans without any debate or oral statements. This is the biggest change for a generation; it will affect 375,000 learners, and because of the way the Government have introduced the regulations, it will come into effect on 1 September which is before the House returns from its summer recess. That is why it is so important to have more details from the Minister today.

Further education colleges now have to make decisions about retaining courses and staff as part of a Treasury cuts-driven loans system—let us make no bones about it—that even the Department’s officials say will cover only 80% of the current learner cohort. I appreciate the concession that the Government have made in response to widespread concerns across the sector, and the personal diligence shown by the Minister and the Secretary of State on this matter. Those concessions, however, and the written ministerial statement, have only provoked further concerns of substance from all FE stakeholders, and I want to raise one or two of those points with the Minister today.

My hon. Friend noted that only about £20 million of the bursary money is new money, and the 157 Group has also drawn attention to that. Will the Minister say how the funds will operate, what flexibility he is going to give to colleges, and what extra administrative burdens that will place on them? Will he pledge to lobby the Treasury if the £50 million proves inadequate?

The chief executive of the National Institute of Adult Continuing Education said that the loans system is new territory and creates uncertainty, and as we have heard, the Government have asked the Student Loans Company to administer FE loans as well. The SLC’s mixed record in such matters is well known. Will it have additional staff to administer the more complex FE structure, without the central processing mechanism used by UCAS in higher education? Will the Minister comment on the admission by his officials to stakeholders—I was present when it was made—that colleges may have to work with a paper-based system from the Student Loans Company for the first year because of the speed with which FE loans are being introduced?

The Government have promised to write off HE access course loans, but stakeholders such as Million+ are rightly concerned—as was my hon. Friend—that vulnerable individuals will shy away from taking up access courses in the first place. Will the Minister look at a potential broadening of the write-off, or at a grace period of perhaps three to five years for HE access students who, through no fault of their own but due to family circumstances or whatever, find themselves unable to get on an HE course immediately?

Loans are also to be enforced on adult advanced and higher apprentices to take out on an individual basis. However, the written ministerial statement made little reference to how that will work, or to the concerns voiced by the Government’s Commission for Employment and Skills about the potential reluctance of individuals and employers to participate. Why has the Minister so far not taken note of those concerns and those of Unionlearn? What consultation has he had with major employers involved in apprenticeship programmes, including the armed forces, about such reservations? Have his officials made an estimate of the number of adult apprentices who are at risk of dropping out if they are forced to take up loans on an individual basis? In a written reply, the Minister told me that he currently has no agreement with the Treasury to prevent it from clawing back unused loan funding if take-up is slower or poorer than anticipated. Will he undertake to obtain such an agreement before the loans are introduced next March?

As my hon. Friend and other colleagues have said, we need adult learners to continue to prosper and thrive, and not to be put off in places such as my hon. Friend’s constituency in Stoke, from improving their life chances and—this is important—from contributing to kick-starting growth in our local economies, something that we desperately need.

[Esther McVey (Wirral West) (Con)]

I, too, congratulate the hon. Member for Stoke-on-Trent Central (Tristram Hunt) on initiating this important debate. He and the hon. Member for Blackpool South (Mr Marsden) have spoken about skills being critical to cities. Do they therefore concur that the FE freedoms outlined in the “New Challenges, New Chances” report will give more freedom to employers to meet the needs and demands of the future work force, and are a positive step in the right direction?

Oral Answers to Questions

Esther McVey Excerpts

Monday 16th April 2012 Commons Chamber

[Michael Gove]

It is always a pleasure to hear from the voice of the Mersey. I am delighted that the Labour candidate for the Liverpool mayoralty, Mr Anderson, has endorsed the extension of academy schools in Liverpool and I hope that the hon. Lady will join me in working to ensure that those schools transform outcomes for young people. Education maintenance allowance has been reformed by this Government and as a result of those reforms we have seen—[Hon. Members: “Scrapped!”] I am so sorry that Members take such a negative and cynical view; it does not suit them. Education maintenance allowance has been replaced by a form of support for 16, 17 and 18-year-olds that is more effectively targeted and has seen them achieve even better.

[Esther McVey (Wirral West) (Con)]

T5. Will the Secretary of State join me in congratulating Kirtana Valabhaneni from West Kirby grammar school for girls, along with Danny Wheeler, Sam Mills, Asher Winterson, Gokhul Ramakrishnan and Cameron Douglas from Calday Grange grammar, on winning the BAE Systems leadership award in this year’s Big Bang national awards? Will my right hon. Friend explain what the Government are doing to encourage such budding scientists in schools and to promote future science jobs?

[Michael Gove]

It is fantastic news, and I am delighted that another female representative from a Merseyside constituency is accentuating the positive, because there is a lot to celebrate in state schools on both sides of the Mersey. We are supporting an emphasis on science, technology, engineering and mathematics by paying more to high-quality graduates to teach those subjects.

Oral Answers to Questions

Esther McVey Excerpts

Monday 27th February 2012 Commons Chamber

[Mr Speaker]

If I had known that on Thursday night when I was in Hull I might have told my audience. I didn’t, so I couldn’t, but never mind.

[Esther McVey (Wirral West) (Con)]

Having done much work in career guidance and helping young people to enter work, I am now working with the Department for Business, Innovation and Skills to do real-life pilot schemes with real-life business advisers. Could I meet the Minister so that we can have the best cross-departmental support for that scheme?

[Mr Hayes]

It is absolutely right that we should have that, and to understand that the business of providing information, advice and guidance is about giving people the wherewithal to know that the choices they make will affect their future prospects, how they will do so and how we can help. I am determined that such empirical, independent advice and guidance should be available to all. It is about redistributing advantage.