Grammar School Funding

Fiona Mactaggart Excerpts

Tuesday 13th January 2015 Westminster Hall

[Sir Edward Leigh]

Although I wanted to talk about the problem affecting grammar schools—one should be absolutely honest—as I said at the beginning of my speech, the problem affects not only grammar schools, but successful comprehensives with large sixth forms. The hon. Gentleman is right to make that point. I hope we can look at this issue in a bipartisan way. It should not be about grammar schools versus other schools, but about fairness. All sixth-form pupils, whatever school they are in, should be funded as equally as possible.

Supplemental funding for the disadvantaged is widely welcomed, and we all accept it. Part of the reason why I and others are such passionate advocates for grammar schools is that they provide a superb helping hand for pupils from less-advantaged backgrounds.

[Fiona Mactaggart (Slough) (Lab)]

I have a number of brilliant grammar schools in my constituency, but one of the reasons why they are comparatively underfunded is that, compared with the other schools in my constituency, they do not attract the pupil premium because they have fewer pupils from disadvantaged backgrounds. The funding system, which is skewed towards disadvantage, has disadvantaged grammar schools, so the claim that grammar schools help disadvantaged pupils is belied by the statistics.

[Sir Edward Leigh]

Grammar schools can help people, in particular those from ethnic minorities. In the school that my son attends, 60% of the pupils are from an ethnic minority background, which is high. I believe that, if there were more grammar schools, we could do more to help people from disadvantaged backgrounds. One of the problems is that there are not enough grammar schools. We are not going to get into this debate now, but I wish county councils had the freedom to set up more grammar schools if they want to do so. That is what localism is all about.

The way that the funding is worked out—there is an over-emphasis on pupils who qualify for free school meals—is not adequately grounded in the hard evidence of the additional costs associated with disadvantaged pupils. The Government have injected additional funding into four sections: pupil premium; special needs; pupils who have failed GCSE English; and pupils who have failed GCSE maths. As I have said, that intention is laudable, but unfortunately, in many cases, it means that the Government have perhaps unwittingly pumped four different funding streams into the same child.

We also need to recognise that that funding increase has a converse effect on the opposite end of the spectrum in grammar schools and sixth forms more generally. It would be counter-productive to unbalance the funding of education so much towards disadvantaged pupils that we undermine centres of excellence in the state sector that we want to protect. This is not a zero-sum game: we can help disadvantaged pupils and promote centres of excellence. Surely that is the right way to proceed.

The number of young people over the age of 16 educated on a full or part-time basis has increased in recent years as a result of raising the participation age to 17 in 2013 and 18 in 2015. Schools and further education colleges have come under pressure to expand to accommodate such increased numbers. That is fair enough, but at the same time, the funding pot for post-16 education has become fixed, and the method of distribution has changed from a model that included higher levels of funding for courses with large practical elements, and incentives for institutions with high levels of success and retention.

The simplification of the funding system—funding is attached to the student rather than the course—is welcome, but the impact on high-achieving academic schools with large sixth forms, including the grammar schools in my constituency and others, has become considerable. The funding system means that, in some local authorities, students receive more funding for education from 11 to 16 than from 16 to 18—can that be right?—even though it is widely recognised, and obvious common sense, that the cost of delivering the curriculum increases as a student gets older. That is why many universities feel justified in charging fees of £9,000 a year.

As students move through the school system, they can exercise an increasing level of choice over the subjects they study, which tends to reduce financial efficiency. More broadly, there is a bigger perspective, which I want to end on. We need to think about that point, which I want to emphasise. The world is becoming more and more globalised. As the Prime Minister keeps telling us, Great Britain is competing in a global race for excellence. For us to compete successfully, we need more scientists, more engineers, more mathematicians, more doctors and more innovators.

--- Later in debate ---

[Fiona Mactaggart (Slough) (Lab)]

I am proud to represent a town that has some of the best schools in the country and is in the top 10 for GCSE achievement; I am talking about both grammar and non-selective schools in Slough. I am very concerned about the consequences of the sixth-form funding situation for all schools in Slough. When I was first elected, not all the schools in my constituency had sixth forms, but they now do. Some sixth form pupils transfer from their secondary school to a grammar school, to do the A-levels that they want, but there is a thriving set of schools in the town. I am concerned that despite claims about protection of a balanced school budget, several Government decisions are harming those schools, particularly for children who want to stay on to do A-levels.

Targeting funding towards children with particular characteristics, measured by deprivation and low attainment, penalises schools that have low numbers of such students, as we have heard. That equally affects academic comprehensive schools in relatively prosperous areas, as many Conservative Members have said. Also, recent changes to the way the relevant characteristics are measured and funded through the local formula have resulted in some of Slough’s successful non-selective schools losing funding; Slough and Eton school in my constituency is an example. Our modelling for Slough for next year’s budget indicates that that suffering might be more widespread, largely because of the reduction in post-16 funding.

I am very concerned because I am with the parents of my constituency who recognise that although East Berkshire college is the right setting for some 16-year-olds—the adventurous kids who like the mix of vocational and academic subjects available there—there are other kids who need the closer pastoral network that exists in a school or want to carry on the sporting history and so on that they have developed in school. It is wrong that the Government’s funding arrangements for 16-plus are removing that choice for parents; one of my concerns about grammar schools is that the people who do the choosing are not the parents but the schools.

I wish that we had a range of schools that did not exclude children out but included them in, but that is beside the point in a debate about funding—at the heart of it, funding at sixth-form level. Funding for all post-16 providers is being reduced to the level associated with further education colleges, but school sixth forms just do not have the economies of scale associated with large college provision, so are disproportionately affected. Grammar schools with large sixth forms are the most seriously affected by the changes.

I have looked at the plans for schools in my constituency. Upton Court grammar school, which, I profoundly regret, changed its name from Slough grammar school, has given me a list of some of the ways in which it is affected:

“Cuts to the curriculum—we have already had to reduce the number of subjects that we can offer to students at GCSE and A level. We have collaborated with a nearby school to retain some subjects…Increased class sizes—to avoid operating at a loss we have comprehensively reviewed our work force needs and increased class sizes.”

It goes on to state that

“at a time when costs such as salaries (costs of living) and pensions (government reform) are rising our income is being reduced. The only thing we can do to counter this is reduce the breadth of the curriculum even further and reduce the level of pastoral support we offer to students.”

Frankly, that is not a record of which any Government should be proud. We must help all our schools with successful sixth forms to provide pastoral care and the range of options that kids are capable of following.