Adult and Further Education

Flick Drummond Excerpts

Wednesday 5th July 2023 Commons Chamber

[Margaret Greenwood]

My hon. Friend makes an important point and I thank him for his intervention. Absolutely, I do agree with him.

It is vital that Government funding of adult education and skills matches the need for it. I am concerned, too, that the Government’s proposals for implementing a new further education funding and accountability system could significantly reduce opportunities for adults to learn subjects such as art, history, sociology, drama, music, and literature.

The Government have consulted on the proposal that, in future, all non-qualification provision in adult education in areas funded by the Education and Skills Funding Agency, which accounts for about 40% of adult education provision, should meet at least one of the following objectives: achieving employment outcomes for all learners; achieving progression to further learning that moves individuals closer to the labour market for all learners; helping those with learning difficulties and/or disabilities to support their personal development and access independent living.

Although all of those objectives are hugely important, stakeholders are understandably concerned about what this might mean for people who need longer to gain the confidence or basic skills to progress into work, and for those adults who want to learn for reasons that are not necessarily employment related. The FE Week article that I referenced earlier also revealed a mass move among adult education providers towards fee-paying courses, as free languages and creative arts provision is squeezed out. It is incredibly important that we have a broad curriculum offer for adults. Failure to provide that is to ignore the great potential for personal development that is out there. Education is of immense value of itself and it is a poor Government who fail to see that.

[Mrs Flick Drummond (Meon Valley) (Con)]

The hon. Lady is making some very interesting points, and I agree with some of them on adult education. Does she then welcome the Government’s lifelong learning entitlement, which is another effective way of getting adults back into sustainable work? It will reduce the benefit strain and the pressure on the public purse.

[Margaret Greenwood]

I thank the hon. Lady for her intervention. I will come on to that point later in my speech.

At a time when we have an ageing society and increasing problems of loneliness, it cannot be right to bring in policy measures that have the potential to remove or significantly reduce community-based learning opportunities. The latest impact report by the Workers Educational Association, which does a tremendous job providing the secretariat for the all-party group for adult education, which I chair, highlights how last year 84% of its learners reported improvements in their overall wellbeing, while 95% claimed that their WEA course made them more aware of what they can do next to improve their skills. That demonstrates just how effective community learning opportunities for adults can be.

We need to create an environment in which learning breeds learning—one where learners can learn things in which they are interested and then, through that, find out about other learning opportunities that might be of interest to them. If the Government’s sole focus, when it comes to adult education, is on vocational skills, there are real concerns that that aspect may be lost.

There is a clear need for investment in the provision of information and guidance for adults when it comes to learning, too, and the WEA has highlighted the importance of that. It is highly likely that adults are missing out on learning because they do not know what is available to them or what they are entitled to. There is also wide variation across England when it comes to participation in adult education. The Learning & Work Institute’s most recent participation survey, for instance, highlights that London has by far the highest participation rate when it comes to adult learning, at 56%. That compares with just 35% in the south-west. That is a gap of 21 percentage points—a gap that has risen from 17 percentage points in 2019.

Something else that could see more adults become involved in learning would be if the Government were to come forward with a lifelong learning strategy that articulates the value of education to the individual and to society as a whole. It is remarkable that England does not have such a strategy and it is something that the sector has long been calling for. The Centre for Social Justice has talked of the need for an all-age, all-stage lifelong learning strategy, which builds from the foundations of adult community education, and has said that any such strategy should aim to provide every adult who needs to retrain with a pathway to develop the skills they need regardless of their starting point. This is something to which the Government should pay heed.

An area that needs particular attention and investment from the Government is adult literacy. According to the National Literacy Trust, 7.1 million adults in England—16.4% of the adult population—are functionally illiterate. These are people who may be able to understand short, straightforward texts on familiar topics accurately and independently and obtain information from everyday sources, but for whom reading information from unfamiliar sources or on unfamiliar topics could cause some problems. I have spoken about that on numerous occasions in this place. I tabled related amendments to both the Skills and Post-16 Education Bill and the Levelling-up and Regeneration Bill, the latter of which was selected for a vote. That amendment would have required the Government to include reducing geographical disparities in adult literacy as one of its levelling-up missions. It would also have required them, during each mission period, to review levels of adult literacy in the UK, publish the findings of that review and set out a strategy to improve levels of adult literacy and to eradicate illiteracy in the UK. Unfortunately, the amendment was defeated by the Government, despite receiving cross-party support.

The subject of adult literacy was also raised by my hon. Friend the Member for Ealing Central and Acton (Dr Huq) at Prime Minister’s questions earlier this year. The Prime Minister’s response was:

“The best way to solve this problem is to ensure that our young children get the reading skills, training and education that they need.”—[Official Report, 15 March 2023; Vol. 729, c. 830.]

That completely misses the point about adults who, for whatever reason, may have missed out during childhood and does nothing to help those 7.1 million people I spoke of earlier.

In ignoring the scale of the crisis in adult literacy, I fear the Government are potentially wasting the talents of more than 16% of the adult population. That makes absolutely no sense either for the individuals concerned or for the economy. There is an urgent need for the Government to bring forward a programme to help adults to boost their literacy skills.

Looking at adult education more broadly, Government policy initiatives such as the lifelong learning entitlement, which is due to come into effect in 2025, and the current free courses for jobs offer, have limitations. The latter is limited in scope and covers only vocational level 3 courses, while the lifelong learning entitlement is aimed at level 4 and above and people over 60 will not be able to access it. In addition, many people will not be able to take out a loan or may feel anxious about doing so, for any number of reasons, including concerns about repayment and the cost of living crisis. Those on low incomes or in insecure employment in particular are unlikely to want to take on debt.

The Learning and Work Institute’s most recent adult participation in learning survey highlighted that, of adults who have not participated in learning within the last three years, 29% of respondents cited cost and not being able to afford it as a barrier. That is something the Government really do need to address.

I now want to talk about colleges and further education. Colleges in England educate more than 1.6 million students every year and employ approximately 103,000 full-time equivalent staff. They have a crucial role to play when it comes to growing the economy and extending educational opportunity. Support and investment from the Government are needed so that they can continue to effectively fulfil that role.

The IFS report from December 2022, which I referred to earlier in my speech, looked at education spending. It found that further education colleges and sixth forms are in a particularly difficult position when it comes to funding and that they saw larger cuts than other areas of education after 2010. There was no extra funding announced in the 2022 autumn statement to help colleges and sixth forms to cope with larger-than-expected cost increases. That is a matter of extreme concern and represents a serious threat to the sector.

I have heard directly from people who work in further education about the workforce crisis that they are facing. They have made it clear to me that, without further investment, there will be no staff to deliver the skills that our economy desperately needs. The Association of Colleges has pointed out that the average college lecturer is paid £8,000 a year less than average school pay and the sector faces particular challenges in competing with both schools and the industries it serves. The association is calling on the Department for Education to publish an evidence paper on college pay, using information collected by the FE workforce data collection, to provide the same sort of information that it provides to the teacher review body.

The Association of Colleges is also calling for the Government to raise 2023-24 funding rates in line with inflation, recognising that prices are higher than they were when the three-year budgets were set in October 2021. That would cost about £400 million. Without that cash increase, the Association of Colleges has expressed concern that colleges will need to make decisions this year that will damage their capacity to deliver the skills needed for economic growth and will leave the skills reform agenda unfulfilled. It is also calling for more investment to support skills in high-priority areas such as construction and engineering as we transition to a low-carbon economy. I call on the Government to engage with colleges and other bodies working within further education, hear their concerns and make sure that they are given the support they need.

To conclude, adult education, further education and colleges are crucial to the education and development of adults of all ages in every community. They play a vital role in addressing the skills and employment challenges that we face and they offer opportunities for people to mix with like-minded people and acquire knowledge and new skills, either online or in community settings. They are important for community cohesion and to address the devastating levels of loneliness that are apparent for so many. They enable parents to develop their own commitment to learning in a way that is beneficial to their children and to wider society. In short, adult education is a public good and the Government must make funding it a priority.

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[Mr Walker]

I absolutely recognise that scenario, and I welcome that contribution from my hon. Friend, another Education Committee member. We heard that loud and clear as part of our inquiry and I continue to hear it from local providers. They compete not just with schools and higher education, but with the businesses for which they provide the skills, so there is an extra retention challenge for this sector.

This is a crucial part of our education system: the pathway for some between school and higher education; and for others, between school and vocational success, whether that is through apprenticeships or T-levels; and for others still, an introduction to the world of work. For many students who find schools hard to engage with, colleges can also provide a welcome cultural shift, with greater flexibility and independence as they move towards adulthood. Colleges play an essential and increasingly valuable role in preparing young people to be the workforce of tomorrow.

The Prime Minister has described education as “the closest thing we have to a silver bullet”, and in that respect the challenge he has set for more people to study mathematics until age 18 is welcome. However, that challenge can be met only if we fund post-16 education properly.

The Minister has never made any secret of his passion for vocational education and of his determination to see it gain parity of esteem in our education system. He has championed FE and colleges through a long and distinguished career as a Minister and a Select Committee Chair. It is from him that I inherited the inquiry into post-16 qualifications, on which the Education Committee recently reported. I have to say, with the greatest respect, that we were disappointed with some elements of his response to the inquiry, which the Committee published today.

The Committee heard evidence from a wide variety of post-16 providers, from colleges, academics, teaching unions and educational experts, and we heard a great deal that is positive about the direction of travel and the drive to raise attainment. However, we also heard consistent and extensive evidence on the resource, recruitment and retention challenge.

We made two particularly important recommendations: for a widespread review of spending on FE and post-16 education, which goes to the heart of today’s debate; and for a moratorium on defunding advanced general qualifications until the T-level route has been more firmly proven. Both recommendations were agreed unanimously by every Committee member from both major parties—seven Committee members are on the Government side of the House—at the end of a long and detailed inquiry. I am disappointed that amid much interesting commentary on the detail of our report and the Government’s position, the Minister appears to have accepted neither of those key recommendations.

[Mrs Flick Drummond]

As a member of the Education Committee, may I say that my hon. Friend is making some excellent points? Another point about the roll-out of T-levels is that there may be no places for people doing advanced general qualifications because they do not cover the same subjects. Quite a lot of 16-year-olds will therefore miss out on the areas that they particularly want to study, because the T-levels have not been rolled out and yet AGQs are being defunded.

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[Mr Walker]

Yes, absolutely. My hon. Friend is right to draw attention to that specific issue; I was going to come back to it later and touch on the fact that it was partly the equalities impact of those decisions that led the Select Committee to its unanimous recommendation.

I will focus briefly on the element of targeted support for disadvantaged students in our recommendation that I just touched on. I recently took part in an inquiry of the all-party parliamentary group for students, alongside my hon. Friend the Member for Sheffield Central (Paul Blomfield)—I should call him the hon. Gentleman, but I call him my hon. Friend because we have worked together for a long time. That was an eye-opening inquiry, which reinforced the need for an urgent review of support for the most disadvantaged in the FE sector.

The Government have rightly increased the level of pupil premium in schools, and have used programmes such as the holiday activities and food programme and the levelling-up premium to keep up a relentless focus on tackling disadvantage. However, there is concern about the support available for disadvantaged students in FE, and widespread worry that the available bursaries just do not go far enough. The extension of the pilot for pupil premium-plus to post-16 students was welcome, but we have to query why the extra support for that age group is so much lower than the extra support available to pupils under 16. My constituent Harrison Ricketts, who was in Parliament today to support a Youth Employment UK event, gave powerful and reasoned testimony to the APPG’s inquiry about the pressures facing students. I hope Ministers will look carefully at some of the recommendations in that report, which are pretty reasonable and not necessarily very expensive.

In fairness, there are elements of the Minister’s response to the Education Committee report that I welcome. The response expanded on investments for the financial year 2023-24. The Government state that they

“will invest £125 million in increasing funding rates for 16-19 education, including a 2.2% increase in the national funding rate for academic year 23/24…and an increase in funding for specific high value subject areas in engineering, construction and digital to help institutions with the additional costs of recruiting and retaining teachers in these vocational areas.”

With regard to supporting pupils from disadvantaged backgrounds, the Government draw the Committee’s attention to the 16-to-19 bursary fund, and state that in the last academic year,

“almost £152 million of 16-19 Bursary funding has been allocated to providers to help disadvantaged 16-19-year-olds with costs such as travel, books, equipment and trips, an increase of over 12% on the previous year.”

The response also states that the Government will continue to approve the international baccalaureate diploma for funding, and clarifies that they did not say—as I think the Committee took them to have said—that they will withdraw funding for the international baccalaureate careers programme.

I want to expand on the recommendation about the level 3 qualifications review, which we have debated at some length. The concern of the Committee is not that we do not believe in pursuing high-quality and high-value qualifications such as T-levels; we are concerned about the pace with which the Department is pursuing that course, and the risks of removing advanced general qualifications where students currently find them a valuable pathway to progression. A wider review of funding could help find the resource to maintain a wider choice for students, more flexibility and a range of routes to progression, including T-levels. We have highlighted significant equalities concerns if Ministers persist with the current approach, and we do not feel that those concerns were properly or fully addressed in the Government’s response, which we published today.

I do not have time today to detain the House on all the recommendations in our report, but I will highlight the need to address the issue of workforce if we are to deliver on the Prime Minister’s very worthy ambition of more people taking maths to the age of 18. In our inquiry on teacher retention and recruitment, we have heard worrying evidence about the extent to which the Department has missed its targets on maths teacher recruitment, and in the first session of that inquiry the Committee heard from the FE sector that whatever problems exist for retention in the schools system are compounded in the post-16 space. Around 25% of college teachers leave the profession after just one year compared with around 15% of teachers in schools, and three years in, around half of college teachers have left compared with around a quarter of schoolteachers.

In fairness, I should acknowledge some welcome elements in the Minister’s response in this regard, such as the updated teacher support fund, the national professional qualification for leaders in primary maths and the expansion of the Taking Teaching Further programme for further education, but I am not convinced that these small initiatives fully address the scale of the challenge.

[Mrs Drummond]

My hon. Friend is making some good points, but there are two issues. First, bursaries to do maths are £29,000, yet when maths lecturers go into the workplace they only get £26,000, so their pay is automatically reduced. The other problem is that the pay rise for further education was only 2.5%, when of course teachers got 5%. That is one reason why retention is so poor.

[Mr Walker]

My hon. Friend raises two very valid challenges. It is also worth noting that the IFS analysis shows a significant disparity in pay between college teachers and schoolteachers, even before that pay rise issue. That gap has grown over time, rising from 14% in 2010 to 21% today. These are, of course, the very teachers we rely on to get our children the highest qualifications in their time in school or college, to achieve the Prime Minister’s levelling-up ambitions and to inspire the workforce of tomorrow.

To touch on that very briefly, in our inquiry into careers education, advice and guidance, we heard from young people around the country who told us how much better in many cases the careers advice and guidance they received was in college than in school. The consensus was that many of them were only properly exposed to vocational opportunities, apprenticeships or the importance of the world of work once they reached college. Surely where our colleges are succeeding, we should ensure that they are rewarded for that work, and where they are not being given parity with other parts of the education system, this should be queried.

Just yesterday, I attended the launch of the Foundation for Economic Development’s latest report on a national education consultation, and heard its call for a long-term plan for education. This highlighted the importance of parity across all areas of education and the strong case for levelling up both early years and post-16 funding. It called for a 10-year plan for education to match the ambition of the very welcome long-term plan for the NHS workforce that the Government delivered last week.

The Association of Colleges has made the case for a five-step plan, which I believe the Government should carefully consider and to which I would be very grateful for the Minister’s response today. The hon. Member for Wirral West has already mentioned raising the 2023-24 funding rates in line with inflation, which is its first recommendation.

The second recommendation is to allow colleges to reclaim VAT. Colleges are now public sector organisations, but unlike councils, schools and academies, they cannot reclaim VAT. They spend an estimated £210 million a year on VAT that they cannot reclaim, and they see this as a tax on FE students. This strikes me as a sensible and timely recommendation, following the Office for National Statistics’ decision to reclassify the FE estate, and it would appear to be an opportunity to give the sector a much-needed Brexit bonus, given the greater flexibility the Treasury now has on VAT rules.

The third recommendation is to ensure that 50% of the apprenticeship levy is spent on apprentices at levels 2 and 3 and below the age of 25, echoing a concern picked up in the Select Committee report that so much of the apprenticeship levy is now going to older students. We do not begrudge the fact that there are higher apprenticeships and opportunities for people to go further, but we do want to make sure there is a balance that keeps the door open for people to enter the workplace through an apprenticeship.

The fourth recommendation is the need for a bigger skills fund to support skills in high priority areas, and the fifth recommendation is about the college pay analysis, which the hon. Lady has already addressed. While I appreciate that the Minister will face many challenges in delivering on all those recommendations, I believe that they merit careful consideration and a full response.

I believe that responding to those recommendations could make a real difference for my constituents. I have spoken to the new principal at the Heart of Worcestershire College about what could be achieved if they were addressed, and I was given the following examples. The college has had to limit growth in electrical installation due to its inability to attract additional staff in this area. If the college could attract one additional staff member, it could train an additional 30 students per year in electrical installation to meet the growing demands in that sector.

The college aims to have a gas centre in Worcester for conventional gas fitting, but also to take advantage of the developments in hydrogen-ready and hydrogen boilers and other sustainable technologies. It has advertised a position for that role on many occasions, but the low salaries just are not attracting candidates, and the gas centre project has therefore had to be put on hold.

Construction is a key growth area in our economy in Worcestershire and across the UK. Heart of Worcestershire College has struggled to recruit staff, so there have been ongoing delays to apprenticeships. As a result, the college has had to recruit several short-term agency staff.

Heart of Worcestershire College has struggled to recruit learning support staff, at a time when young people need more support than ever, post covid, to ensure that they reach their maximum potential and are work-ready. As part of its special educational needs and disabilities work, the Committee heard about the crucial importance of young people getting the right support in the right place at the right time, and that absolutely must include our colleges.

I urge my right hon. Friend the Minister to keep making the case, as I am sure he will, for an increase in the estimates for FE, post-16 education and colleges, but also to consider again the detailed proposals from the Select Committee inquiry he launched and from the Association of Colleges and so many others. I welcome the fact that the Government have set out to create a ladder of opportunity for students, and I recognise my right hon. Friend’s passion for delivering that. I also welcome the fact that much has been done for the colleges in my constituency, including the consolidation of Heart of Worcestershire College on its riverside site, the refurbishment of its apprenticeship training centre and the delivery of a skills centre, as well as the expansion of our sixth-form college and much-needed improvements to its buildings and facilities. I am also grateful to the Minister for his detailed response to the Committee’s report, but I am disappointed that he could not go further on a funding review or on the moratorium on defunding advanced general qualifications, and I challenge him to make the case for both with the Treasury on the back of this debate.

The Minister himself has described this sector as having been a Cinderella sector for too long. It is high time we gave post-16 education the parity of funding and the parity of esteem it deserves. It is time for Cinderella to go to the ball.

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[Lia Nici]

I thank my hon. Friend for his expertise, and he is absolutely right. However, many students when I was teaching struggled with their maths GCSE. They struggled with their basic skills and functional skills in numeracy. There was still a fairy tale, seemingly, that if someone had studied mathematics for 11 years in school and failed their GCSE, magically the further education sector—everybody seems to think it can do everything magically and often it does—in less than one year can produce a grade C or above, or a grade 4 or 5 and above, as the grades are now. There was this idea that someone who had failed at maths, hated maths and was scared about it could study for nine months part-time—maybe for one hour a week—in their college and would suddenly and magically have a maths GCSE. That is not the reality.

When I was head of department, all the mathematics we used to teach was applied, and further education has still not been able to do that across the board. That is often because we cannot find people who can teach maths confidently. Certainly we find it difficult to find people who can teach functional skills, numeracy or maths that is applied to the industry for which the students are coming to study. We have some real problems. For instance, I taught a group of level 2 media students once. I said to them, “I am giving you a tape measure, and I want you to go into the studio. We are going to calculate the square meterage of the studio so that we can do a lighting plan.” The students went off and within a minute they came back. They said, “Lia, we are having a problem here.” I said, “Why?” They said, “Because the tape measure is not long enough.” Think about that for a moment. Those students did not think that perhaps they had to measure it multiple times with one tape measure. Those are the basic skills we are talking about. I had to go into the studio and talk about it. That is the level we are at.

Schools are struggling to recruit maths teachers. I love the aspiration that everyone can be better at maths through to 18, but I always have the analogy of saying, “If you do not feel you are good at maths, equate that to something that you really don’t like”, because a lot of people have a fear of maths, or have been told over years, “You are not good enough at it”, so it becomes a self-fulfilling prophecy. I say to people, “Do you like horses?” They say, “No, I’m scared of horses.” I say, “Okay, so you’re scared of horses and horse-riding. You’ve never wanted to do it, or when you’ve tried it, you’ve hated it, or you’ve fallen off or you’ve never dared to get on. Tomorrow, I will make you go to a horse and get on it. You are going to have to ride it for an hour every week for nine months, but boy, you will be an Olympic showjumper by the end of it.” We need to think about how we will do these things, because we know as a country that we are a potential powerhouse in so many areas, but we have to think with common sense about how we will overcome some of the difficulties that we have.

[Mrs Drummond]

My hon. Friend is making an excellent point, because Britain is an outlier in not doing maths to 18. Other countries must be able to do it, so we should look around the world to see how they are achieving it. We need to go from primary school straight up to the age of 18 and work out a proper syllabus that everyone can access.

[Lia Nici]

My hon. Friend is absolutely right. As we have been able to do with phonics and literacy-based subjects, where we have moved ahead quickly, we need that thinking from primary school age and all the way up. As wonderful as further education is—I know that it is—it cannot repair all the structural issues to do with maths within that year or two years of study. We all want that to happen, but we have got to think sensibly about how it will happen, because people who are Prime Minister and have been Chancellor find maths very easy, but perhaps the rest of us do not.

From a further education perspective, Grimsby Institute, where I worked for many years, is a fantastic college that works really hard with industry. It was a grade 1 “outstanding” college for many years and is currently grade 2. I know how hard the staff work and thank Ann Hardy, the chief executive officer, and her team for looking at new ways of doing things and innovating.

I also thank Peter Kennedy and his team at Franklin College, which is our sixth-form college. The week before last, I went to see “The Bridge”, a new facility that it has opened to recreate corporate ways of working so that its 16 to 19-year-olds and adult learners—and its staff—can work in a corporate, modern environment, preparing them for work. Franklin College has done all its renovations and new build without grant help; it has done that with really good financial management. That is really worth celebrating and shows how outstanding leadership and management can do great things in the community.

I say to the Minister that we know how fantastic further education is, and he knows that, but it cannot do everything, so we need to start thinking about how we can do things more creatively and more flexibly. As my hon. Friend the Member for Sedgefield (Paul Howell) mentioned, we know that many colleges go out and deliver in the community. Many years ago, Grimsby Institute worked on blended learning, making sure that there was online provision and that it was going out in the community. We need to think differently in the environment we find ourselves in, with more vacancies than people available for the work, skills mismatches and a lack of skills in areas that we need to move forward.

Absolutely, apprenticeships can be the answer, but, with respect, they may be a little too complicated at the moment, and standards can often restrain our ambition. We know that we need standards, but my concern is that while large companies can become involved with apprenticeships, what about our sole traders and small and medium-sized enterprises? They really are the lifeblood of our businesses and industries, but it is a real challenge for them to take on apprentices with that right support. We do need to look at that.

I have concerns about some areas of T-levels. The aspiration for high quality is good, but while T-levels came out of the Sainsbury review of 2016, which was looking at parity between vocational and academic routes, I do not believe that they have parity with A-levels. That is not because people might think, “Academic is better.” No, actually T-levels are perhaps more demanding than A-levels in many ways. When an “academic student” goes to study A-levels, they can choose two, three or four subjects, plus work experience, a work placement or employment, so when they have finished their A-levels, they can go to university, get an apprenticeship or go and work—they have all those options at hand.

However, for T-levels, similar to national diplomas, students have to decide, for example, that they want to work in the health and social care industry, and have to study that with an employer. But what happens at the end if they discover that it is not what they want to do, or they feel that they are better at something else? If T-levels or something similar were smaller and modular, with a similar amount of guided learning hours to A-levels, a vocational student could do health and social care, travel and tourism, and digital media, and they could go and do some work experience as well. They could still build a T-level, but it would be multifaceted and very enjoyable. It would give vocational students much more choice about where they go from there, rather than just studying their health and social care level 3 T-level and that is it. They would then have to spend money later in life to do something else to go into another industry. I would like the Minister and his team to think about something like that.

The further education sector has always been the Cinderella of education but, along with schools, it is the kingpin to ensuring that this country can continue to be a powerhouse in future. I thank everyone in the further education sector, no matter what job they do—whether the cleaner or all the way through to the chief executive, and everyone in between. I thank them and appreciate their work, and I look forward to seeing colleagues again in the future.

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

I am pleased to respond to the debate. When my hon. Friend the Member for Worcester (Mr Walker), the former Schools Minister and now the Chair of the Education Committee, said that he had applied for the debate, I welcomed it because I wanted a good debate on further education. Despite the kind words of the right hon. Member for Hayes and Harlington (John McDonnell), I do not know if he is quite the secret weapon I would take with me when I have negotiations with the Treasury, but his point was well made.

I heard a lot of rhetoric from the shadow spokesperson, the hon. Member for Chesterfield (Mr Perkins). Warm words butter no parsnips. Last year, FE Week reported that:

“Labour cannot commit to boosting FE funding levels”.

The article went on to say that speaking to FE Week, the hon. Member for Houghton and Sunderland South (Bridget Phillipson)

“said the economic landscape had changed significantly and could not pledge any uplift in cash for further education or address the disparity between FE and higher education funding until the economic outlook was clearer.”

So despite what the hon. Member for Chesterfield says, the Opposition are not guaranteeing any uplift in further education funding.

I thank the hon. Member for Wirral West (Margaret Greenwood) for opening the debate. She is passionate about adult education; I am with her and I understand the absolute importance of community learning. I have seen that in my own constituency and I champion it in the Department. I will say more about adult and community learning later in my remarks, but looking at all the programmes together—the skills boot camps, the level 3 offer, Multiply and adult apprenticeships—we are spending well over £3 billion.

My hon. Friend the Member for Waveney (Peter Aldous) as well as the hon. Member for Wirral West raised the issue of community learning, which has actually increased over the past year. If we look at the key focus, we will see that, in the 2021-22 academic year, 304,000 learners participated in a community learning course, compared with 243,000 in the 2020-21 academic year. That is an increase of 24.9%. I have other figures that I could quote, but that does not mean that everything in the garden is rosy. We are doing a lot of work to try to support adult and tailored learning, which I will go on to discuss a bit later in my speech.

I am experiencing a bit of déjà vu here. This time last year, I believe that I was the Chair of the Education Committee leading the estimates debate, and my hon. Friend the Member for Worcester was answering it. What we say here is, I think, touché. What I would say to him is that, absolutely, he has made a valid case for funding for further education, as have many other Members. I will go on to talk about that a bit later in my remarks. I also think that it is important that we do not paint just a partial picture. We should look at the 10% uplift in T-level funding, the £300 million that we are spending on institutes of technology, the £115 million spending on higher technical qualifications, which are now being taught in more than 70 institutions, the £2.7 billion that we will be spending on apprenticeships by 2025, the up to £500 million that is being spent on Multiply, and the many millions of pounds being spent on boot camps. Billions and billions of pounds are being spent on skills, which is absolutely right. It is right, too, to make the case for ever more resources—I always champion more resources—but it is important to paint the whole picture, not just a partial one. There are many good things happening, and it is fair to acknowledge that.

The hon. Member for Twickenham (Munira Wilson) raised the issue of BTECs, as did my hon. Friend the Chair of the Select Committee. He was resolute on this, so I will be quite resolute in return. BTECs have already been delayed. They have already been reviewed, and are being reviewed. There will be a significant number of BTECs that remain. We have specifically introduced the T-level transition year, the whole purpose of which is to prepare those students for T-levels, because, as was rightly said by my hon. Friend the Member for Great Grimsby (Lia Nici), T-levels are harder. But there is now a T-level transition year, and more than 60 institutions are teaching it, and there will be another 70 along the way to prepare students.

Importantly, we are removing some BTECs and other qualifications that have low uptake or poor progression. The hon. Member for Twickenham mentioned the tourism qualification. I shall write to her with the details and the figures. I shall also come on to childcare in a bit because of the brilliant speech by my right hon. Friend the Member for South Northamptonshire (Dame Andrea Leadsom). As I was saying, though, we are removing T-levels that have low uptake or not great progression, or that significantly overlap with other T-levels. The whole purpose of this is that we have created employer-led qualifications through our apprenticeship reforms. The T-levels and the higher technical qualifications are all employer-designed with the Institute for Apprenticeships and Technical Education; I was proud to legislate for them in my last stint in this role. Employers will be able to develop new qualifications. For example, if they wanted to, they could develop a new tourism qualification.

There is another important issue, which has come up time and again. I have said that some BTECs will remain. I recognise that disadvantaged students are doing some of these BTECs, but we go down a very dangerous road if we say that we want to keep some qualifications because disadvantaged students do them, and the other ones, the middle class and everybody else can do. That is a dangerous road, because I do not want to have two-tier qualifications: some for the disadvantaged and others for the middle class and the well-off. What I want, and what I have devoted my whole parliamentary life to, is to develop state of the art, world-beating vocational and technical qualifications that are as good as, if not better than, A-levels. That is what is important. That is how I would respond, politely but robustly, to my hon. Friend the Chair of the Select Committee.

[Mrs Drummond]

That is a very interesting comment on the people who are doing BTECs at the moment. We were told by several people that T-levels had a very high entry requirement. Can my right hon. Friend confirm that that is no longer the case? The other point we heard in our inquiry was that 20% were dropping out of T-levels. What will they be doing if they are not able to carry on with T-levels?

[Robert Halfon]

First, as I say, a significant number of BTECs remain and will remain. There are new qualifications that can be developed so that those who do not pass will be able to do some other qualification at level 3, or they may want to do a level 2 or level 3 apprenticeship instead. There will be options for those people, but we could make the same arguments about those people who fail A-levels. We should not just have one rule for T-levels and another rule for those doing A-levels.

I will come on to funding, because every hon. Member has raised that. The hon. Member for Sheffield, Brightside and Hillsborough (Gill Furniss) talked about it, and I am pleased that she has had more £7 million invested in Sheffield City College. My right hon. Friend the Member for Aldridge-Brownhills (Wendy Morton) was thoughtful as always; we have talked a lot about skills over the years and I reiterate that we are championing quality qualifications, which will address the skills deficits, and introducing lifelong learning through the lifelong loan entitlement.

The hon. Member for Stretford and Urmston (Andrew Western) again talked about funding; I will come on to that, and I am happy to write to him about the specific issue that he raised regarding Trafford College. I was pleased to meet my hon. and learned Friend the Member for Eddisbury (Edward Timpson) and the principal of Reaseheath College. Land colleges have been beneficiaries of important capital funding and I know the college has received more than £6.5 million. I said in that meeting that I would work with my hon. and learned Friend on the issues he has raised and I will continue to do so as much as I possibly can.

The hon. Member for Twickenham talked about the skills wallet, and we do have a difference here. I have sympathy with many of the things she says and I genuinely admire her for her knowledge of education and skills, but we looked at the skills wallet and, as I understand it, it gives every adult £10,000 to spend on training, but with incremental payments, starting with £4,000 at age 25, £3,000 at age 40 and the final £3,000 at age 55. That would mean that learners would be constrained by when the funding became available. We want to be fair to students and fair to the taxpayer. Our lifelong loan entitlement will be transformative, because everyone will have access to up to £37,000 that they can take any time up to the age of 60. There are 12 entry points and they can do short courses or modules of courses.

I have nothing but incredible admiration for the way my right hon. Friend the Member for South Northamptonshire champions early years. I have good news for her, because when I found out she was on the list to speak in this debate, I wanted to be sure about what we were doing on early years skills—as my Department officials, who are watching, will know.

To let my right hon. Friend know what is going on, there is a lot. The first-ever national professional qualification in early years leadership cohort began in October 2022 and the second cohort commenced in February 2023. The employer trailblazer groups have developed level 2 and level 3 apprenticeships, but we now have a level 5 apprenticeship and we fund more than 20 childcare courses through our free courses for jobs offer. Some 2,000 learners started T-levels in education and childcare in September 2022, and there is a load of early years higher technical qualifications. There is masses going on, so we will have the trained workforce that she passionately and rightly talks about, right across that sector.

My right hon. Friend the Member for Bexleyheath and Crayford (Sir David Evennett) has great experience and wisdom. He too talked about funding, and he will know that his college—I think it is the London South East Colleges group—has had £24.5 million since 2020. I think the shadow Minister has also had £18 million in capital funding for Chesterfield College in his constituency; again, that is a brilliant investment by the Government that no doubt he will be celebrating to the rafters.

I have mentioned the right hon. Member for Hayes and Harlington. I appreciated the way in which he said what he did. We have spending constraints, but I will talk more about those in a moment. My hon. Friend the Member for Waveney spoke powerfully about the skills revolution in his area.

My hon. Friend the Member for Great Grimsby made a brilliant speech. There was a lot that I agreed with. On the maths to 18 issue, I was one of those people who had a fear of maths. I passed my maths O-level, but it took me three months and a second time around—I was slightly dyspraxic; it was a nightmare. It is wrong that I was told that I would never have to do it again. We should have practical numeracy—basic numeracy, times tables and so on—and what I call numerical literacy, so that people can read bills and understand budgets. That would help those who have difficulties. Of course, any maths teaching should promote careers in mathematics. I think that the Prime Minister is right: we must have maths to 18 along the principles that he set out in his speech. I absolutely believe in that. The experience of my hon. Friend the Member for Great Grimsby was clear to see.

This is an estimates day debate, so we have to talk about facts and figures. The DFE’s resource budget is about £86 billion—an uplift of more than £2 billion since the spending review—and £9 billion is directly linked to apprenticeships and further education. Apprenticeships are a key rung on what I call—colleagues have nicely quoted it back at me—“the ladder of opportunity”. We redesigned the programme in partnership with industry. There are now accredited routes to more than 670 occupations, from entry level to expert. Government funding for apprenticeships will reach £2.7 billion by 2024-25, as I have mentioned, and that money is reaching the economy.

The hon. Member for Twickenham mentioned the apprenticeship budget. We spent 99% of the apprenticeship budget, and let us not forget that we send hundreds of millions to the devolved authority, so the levy is being used. I can give her a raft of quotes from businesses that are supportive of the levy. The Opposition quote one or two businesses here and there that perhaps want it to be a skills levy, but—I have to disagree with the hon. Lady and the shadow Minister—a skills levy would mean no apprentices or a diluted number of apprentices. We are spending billions of pounds on skills. I have already given the figures on that.

As the Chair of the Education Committee, my hon. Friend the Member for Worcester, mentioned, the Association of Colleges has called for 50% of the apprenticeship levy to be spent on apprentices at levels 2 and 3, who are below the age of 25. Under-25s made up 50% of starts in 2021-22; 70% of starts were at levels 2 and 3, providing an entry-level springboard into work. Contrary to the bad news set out by the shadow spokesman, we have had a 22% increase in apprenticeship achievements in the academic year—that is what counts: achievements. The 90% who achieve get good jobs when they finish their apprenticeship. There were 8.6% more starts in 2021-22 than in 2021. We are pushing and encouraging more degree apprenticeships. They are a brilliant route up the ladder. We are now putting in £40 million over the next couple of years—it was £8 million previously—to encourage providers to take up more students for degree apprenticeships.

My goodness, what a brilliant visit we had to the college in the constituency of my hon. Friend the Member for Loughborough (Jane Hunt). Anyone who wants an example of T-level success should go to Loughborough College, where state-of-the-art T-levels are being taught brilliantly—including healthcare T-levels, creating a pipeline for future NHS workers—and an institute of technology is being built. It was an honour to lay the groundwork. As I mentioned, we are spending £300 million on 21 institutes of technology around the country, of which there are already 12. They are the Rolls-Royce of further education in collaboration with higher education and big and small businesses, and an example of the Government’s commitment to skills and of the investment in the skills that we need for the future. Sadly, I understand that the principal is leaving Loughborough College, but I am sure that the college will find a principal who is just as brilliant as her to take over.

I mentioned the higher technical qualifications and new and existing levels 4 and 5. We have the T-levels. Yes, there are delays in some of them, but we want to get them right. We have 164 providers across the country, and 10,000 students started T-levels in 2022—that is more than double the 2021 figure. We will roll out T-levels in 2024-25 so that more young people can benefit from those high-quality qualifications. More than 92% of students achieved a pass.

Autism and ADHD Assessments

Flick Drummond Excerpts

Monday 6th February 2023 Westminster Hall

[Mrs Flick Drummond (Meon Valley) (Con)]

It is a pleasure to serve under your chairmanship, Ms Fovargue. I thank the Petitions Committee for scheduling the debate on these two petitions and I congratulate everyone who signed them.

I take a close interest in diagnosis and support for autistic people, because early assessment and diagnosis can make a huge difference to people’s lives. As we have heard, we do not identify autism quickly enough at any stage in life, despite the increased awareness of and focus on autism in recent decades. In my work as an MP, I have seen what a difference diagnosis and support can make to the lives of autistic people, unlocking their potential and further improving our understanding and treatment of the condition.

I remember clearly one woman who came to my surgery very concerned about how her daughter was getting on at secondary school. I tentatively asked her whether she had thought about a diagnosis of autism, and she said she had not. A couple of years later, I got an email from her thanking me for changing their lives. The daughter received a diagnosis of autism and is now getting the help she needs. Apparently she is a completely different person now.

Undiagnosed autism has a huge impact on education. I was chair of governors at Milton Park Primary School in Portsmouth, which has autism provision in its dedicated inclusion centre. Crucially, the centre works with children undergoing assessment, as well as those who have been given an education, health and care plan. Autistic children often struggle in mainstream education settings and specialised support is important. We must ensure that this area is properly resourced.

Autistic people face stigma and a lack of understanding in education, work and society. It can affect their socialisation and how they handle transitions from familiar surroundings to unfamiliar ones. Mental health conditions are an increased risk for autistic people. Even now, there are still cases of autism being mistaken for a learning disability, which is a concern because of the different kinds of support the two conditions need. While it is possible for someone to be autistic and have a learning disability, the two are distinct conditions.

I know from my own casework and research that the process of getting an EHCP for any condition can be long and difficult, even in areas such as that covered by Hampshire County Council, which has an outstanding child services team. Diagnosis and support for autistic people later in life is even more fraught with difficulty. Often people are diagnosed having faced barriers to employment or career development, but eventual diagnosis still makes a huge difference to the rest of their lives and can allow them a new start and a better understanding of who they are.

We are around halfway through our national autism strategy, launched in 2021, and I appreciate the additional funding and improvements to the diagnostic pathways that it brings. However, like everything in social services, autism services have been set back by the covid pandemic. Research by the Autism Society shows that the waiting list for autism assessment has grown by nearly 40%. Autism, as we have heard, is not a mental health condition, but it falls within the scope of the NHS mental health services dataset, as well as the community services dataset. Will the Minister look at setting up a separate dataset for autism and related conditions to give us a clear picture of the time from first referral to diagnosis and the beginning of support? I know that other Members have talked about that, too.

Can the Minister also assure me that, as part of our catching up in education, we will have further support for autism diagnosis and support in schools? We cannot afford to allow young people to slip through, because that would amount to a loss of support for them.

[Mr Robin Walker]

My hon. Friend is making an excellent speech. She will recognise that we are launching an inquiry into persistent absence from school. Does she share my experience that so many children are away from school because their parents do not feel that they are getting the support that they need? In many cases, clearer, earlier diagnosis and getting the right support in place would help us to solve that problem and help to make sure those children get the right support in the safest place for them to be.

[Mrs Drummond]

My hon. Friend is absolutely right. I am also asking for a register of home-schooled children so that we can look into that and identify them quickly.

We need support for autistic children and autistic people generally so that society does not lose their potential and value, which would be much missed.