School Attendance

Geoffrey Clifton-Brown Excerpts

Tuesday 23rd January 2024 Westminster Hall

[Sir Geoffrey Clifton-Brown (The Cotswolds) (Con)]

Mr Twigg, I am grateful to serve under your chairmanship, and I congratulate my right hon. Friend the Member for Chelmsford (Vicky Ford) not only on securing this debate but on her excellent speech.

I attended the SEND Reform England event last week, which was a great opportunity to speak to specialists in the area. Its manifesto, which was circulated at the event, says that 24% of identified SEND pupils have an education, health and care plan, or EHCP, which meant 390,000 pupils in 2023. Additionally, it reports that 97% of school leaders think that funding for all SEND pupils is insufficient and 95% think that funding is insufficient for pupils with an EHCP.

During the covid period, I had weekly online meetings with county leaders and my fellow Gloucestershire MPs in which the challenges facing schools were often discussed. There was huge concern about some students dropping out of the system, not engaging with online learning through the lockdown period and not returning to schools when they fully reopened.

The hon. Member for City of Durham (Mary Kelly Foy) referred to a school in her constituency being closed through RAAC, which I sympathise with. Of course that situation—of school closure—applied to pupils across the entire United Kingdom when their schools were closed during covid, so I think we are all very familiar with the effects of schools being closed. Nevertheless, as I say, I sympathise with what happened in that school.

The overall absence rate for primary and secondary schools in Gloucestershire during the autumn term of 2022-23 was 7.3%. That compares with a 6.6% absence rate for the autumn term of 2021. Before the pandemic, the rate was consistently below 5%. This pattern of increased absence since the pandemic can be seen in national, statistical neighbour, and south-west groupings. According to the Government website, across England in both the autumn and spring terms of 2022-23, the overall absence rate was 7.3%, with 21.2% of pupils being persistently absent across those terms, meaning that they missed 10% of sessions or more—an exceptionally high percentage of students missing classes.

I, too, listened to the Minister for Schools, my right hon. Friend the Member for East Hampshire (Damian Hinds), addressing the Chamber. He made the point that the data for persistent absenteeism will be published this Thursday. We do not know what that data will show; hopefully, it will show an improved situation.

Of course, pupils being persistently absent from school has a huge impact on their academic success, with just 11.3% of severely absent pupils achieving grades 9 to 4-4 being the pass grade—in English and maths, compared with 67.6% of all pupils. Although we cannot look totally at statistics in this debate, we can look at the social and mental impact of absenteeism on these pupils. As other Members, particularly my right hon. Friend the Member for Chelmsford, have already said, I believe that being persistently absent from school will have similarly negative impacts on other aspects of a young person’s life.

I totally agree not only with what my right hon. Friend the Minister for Schools said in the main Chamber, but with my right hon. Friend the Member for Chelmsford. School is the best place to be to learn. For social development, for making friendships, and for overall physical development, it is much better that children are in school, rather than being absent.

During covid, I saw a considerable increase in casework on this issue, which sadly has continued in the years since. I am talking about parents getting in touch with me about children who are long-term absent from school, and asking me to help them to engage with schools on how to move forward with their children’s education. Those cases were usually exacerbated by complex mental health issues and educational needs that made regular attendance more challenging. In liaising with parents and schools, it became clear that the relationship had completely broken down in many cases, with the students being the ones to ultimately suffer. Teachers were being overextended on what they could achieve. Understandably, with the pressures of trying to teach during lockdowns, they simply did not have the capacity to provide the extensive support needed by some pupils, while parents felt overwhelmed in dealing with their children’s educational needs without support.

Ultimately, as my right hon. Friend said, the legal responsibility for pupils attending school falls on the parents. Unfortunately, because of often complicated socioeconomic factors and individual family challenges, a considerable number of families are simply unable or unwilling to engage fully with their children’s educational needs. We should not allow those children to fall out of the education system. I agree with my right hon. Friend and others and, indeed, the Minister for Schools, who said in the main Chamber that we should have a compulsory register for home education, so that we can see whether children are being educated at home or whether they are absent from school, and then we can take the necessary measures to do something about it.

Growing demand for mental health services and SEND support centres creates additional pressure, compounding a problem that became far worse during the lockdown period. The Education Committee examined this problem, launching its inquiry into persistent absence and support for disadvantaged pupils in January 2023. Another report, published in September, made a number of recommendations, including a review and possible abolition of fines, which it found made little or no impact on long-term absenteeism, the urgent need to improve school-level attendance monitoring, and the need for investment in SEND and child and adolescent mental health services—CAMHS—which it concluded are significant factors in the attendance crisis.

The Government are increasing the direct support offered to children and their families with the expansion of the attendance mentor pilot programme. With an investment of up to £15 million over three years, that programme will provide direct, intensive support to more than 10,000 persistent and severely absent pupils and their families. I think that the Minister for Schools said in the main Chamber where it is being expanded to, and I am pretty sure that I heard that it is expanding to the area of the hon. Member for City of Durham, but she will no doubt correct me if that is wrong.

The Government have also produced a toolkit for schools, providing tips and evidence-based, adaptable templates for communicating with parents and carers, as well as the plan announced last year to expand attendance hubs, delivering 18 new hubs. This is a knowledge and practice-exchange initiative, taking the lead from those schools with excellent attendance records to introduce engagement initiatives such as breakfast clubs and extracurricular activities or to improve an individual school’s attendance data. I have just listened to the Minister for Schools outline a compendium of measures to help pupils to return to school.

On a county level—

[Derek Twigg (in the Chair)]

Order. The sitting is suspended for 15 minutes.

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[Derek Twigg (in the Chair)]

The debate may continue until 5.45 pm.

[Sir Geoffrey Clifton-Brown]

I am grateful for your forbearance, Mr Twigg, given the debate in the main Chamber, and I am delighted to be able to resume my speech.

Just to quickly recap the last bit of my speech, before we had to suspend the sitting I was praising the Government for their attendance monitoring pilot programmes and particularly for delivering 18 new attendance hubs, which are doing much of what the private Member’s Bill introduced by my right hon. Friend the Member for Chelmsford (Vicky Ford) aims to do, disseminating best practice among all the agencies, and teachers and parents—everybody involved—to try and deal with the problem of absenteeism. I therefore wholly support her Bill.

At county level, Gloucestershire County Council provides support, advice and guidance for schools through the team of inclusion officers. This includes a specialist attendance officer who can support more targeted intervention work where needed. Leveraging technology to improve engagement and accessibility is also essential. Online learning platforms, digital resources and interactive teaching methods can cater to diverse learning styles and help to ensure that students remain connected to their studies, even in challenging circumstances that prevent them from attending in person.

As I and so many others have said, it is vital we do not allow students to be left behind. Regardless of how complex the reasons for long-term absence on an individual level, all children deserve a chance to have the educational, social and physical opportunities that schools have to offer. From my constituency cases, it is clear that many parents need the additional support of schools and others to assist with their children staying in education. By investing in early intervention, mental health support, addressing socioeconomic disparities and embracing technological advancements, we can all work towards creating an education system that is inclusive, supportive and ensures that every child has the opportunity to realise their full potential.

On Friday, I visited Andoversford Primary School in my constituency to speak to the headteacher about the challenges facing the school. It was an excellent visit and a good chance to speak to teachers, pupils and parents. While the Government have announced record funding for schools, with The Cotswolds in particular set to benefit from an increase of £1.5 million in 2024-25 compared with 2023-24, it is important to see what is happening on the ground in schools.

The headteacher I met had enough money for her basic teaching. Yet she made the point that in a small rural school, there was very little money left for the other things, such as cleaning, maintenance, the caretaker and the administrator—all the different functions any school has to fulfil—and that a small school with very limited money for overheads is particularly disadvantaged in that respect. The headteacher also made the point that concerns revolved around the number of pupils attending the school overall—there are lots of small schools in the area—and how small village schools often do not bring in enough pupil funding to cover running costs and ensure they have administrators, caretakers and cleaners.

Particularly relevant to this debate, however, the headteacher also mentioned an increase in pupils with special educational needs and disabilities, and she said how extremely difficult it is to get an EHCP statement in Gloucestershire. In fact, in the school I visited, there were no pupils with a statement at all. Although the pressure on SEND overall is there, as a country, I think there is a bit of postcode lottery in pupils being able to get statements, and we need to address that.

I look forward to what the Minister has to say. In addressing the whole problem of absenteeism, we have to work closely with the local education authorities and the Department of Health and Social Care to deal not only with pupils who do not have a statement, but with others who have severe mental health problems. That way, we can see—with increasingly better knowledge, thank goodness—how we can help children and pupils with those complex problems.

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[Robert Halfon]

I will ensure that the Schools Minister, or the School Buildings Minister, hear what the hon. Lady says; I will pass on her remarks. And I am sure that that meeting will take place.

[Sir Geoffrey Clifton-Brown]

Will my right hon. Friend the Minister give way?

[Robert Halfon]

I want to carry on, if I may, because I only have a few minutes in which to speak and I want to respond to some of the points that have already been made. However, if I do have time to take an intervention, I will give way a bit later, if my hon. Friend will be so kind.

My right hon. Friend the Member for Chelmsford referred to the School Attendance (Duties of Local Authorities and Proprietors of Schools) Bill, which she herself presented before Christmas. As she has said, that Bill will introduce two new legal duties on schools and local authorities respectively. I am grateful for her work on the Bill and welcome her contribution to the debate. I and the Government look forward to the future stages of the Bill as it progresses through the House, which she will know about, because she will have had discussions with the relevant Ministers. Those stages include Second Reading next Friday.

We absolutely remain committed to making guidance on school attendance statutory, which has already been discussed this afternoon by my hon. Friend the Member for The Cotswolds and my right hon. Friend the Member for Chelmsford. We are exploring all avenues to do that. That is in recognition of the attendance challenge and to help ensure that local authorities and schools consistently meet the expectations made of them, under our “support first” approach.

There was also some discussion of mental health. All Members here today will be pleased to know that mental health support teams now cover almost 44% of pupils in schools and further education, and that percentage will increase to around 50% by March next year. We have also committed to offer all state schools and colleges a grant to train a senior mental health lead by 2025, which will make a huge difference. Over 14,400 schools and colleges have received a senior mental health lead training grant so far, including more than seven in 10 state-funded secondary schools in England.

As a Government, we also remain committed to introducing the statutory local authority registers for children not in school, as well as a duty for local authorities to provide support to home-educating families, which my hon. Friend the Member for Isle of Wight (Bob Seely) mentioned in his intervention. That is to help ensure that all children receive a suitable education and are safe, regardless of where they are educated. That is the crucial point.

We warmly welcome the Children Not In School (Register) Bill of my hon. Friend the Member for Meon Valley (Mrs Drummond) and await its Second Reading on 15 March. I am also grateful to my right hon. Friend the Member for Chelmsford for the dedication that she has shown. We will continue to work with local authorities to improve their existing non-statutory registers, and support them to ensure that all children in their area receive a suitable education. Also, the Department recently held a consultation on revised elective home education guidance for local authorities and parents, with the aim of improving consistency of practice across all local authorities. That consultation closed on 18 January and we are currently analysing the responses to it.

My hon. Friend the Member for The Cotswolds also mentioned attendance mentoring and I welcome his support for what the Government are doing. We are currently delivering support in Middlesbrough, Doncaster, Knowsley, Stoke and Salford, and will expand into 10 new areas later this year to reach 10,000 children who are severely absent. Having heard me say that, I hope he will see that a lot is going on to try to resolve this very difficult problem.

[Sir Geoffrey Clifton-Brown]

I am grateful to the Minister for giving way; I think he has time. Will he address the problem that I mentioned at the end of my speech, which was about the liaison between local education authorities and the Department of Health and Social Care, and mental health trusts in particular? In Gloucestershire, the waiting lists for children with mental health problems are extremely long. We really need to do better by our young people.

[Derek Twigg (in the Chair)]

I am sure the Minister is aware that he should leave a minute or two for the right hon. Member for Chelmsford to wind up.

Reinforced Autoclaved Aerated Concrete in Education Settings

Geoffrey Clifton-Brown Excerpts

Monday 4th September 2023 Commons Chamber

[Sir Geoffrey Clifton-Brown (The Cotswolds) (Con)]

The Secretary of State is absolutely right to prioritise the safety of our children and to close schools where necessary. Will she now give the House an assurance that those 600 priority schools will be surveyed as quickly as possible? Then we can move on to all schools and find out where RAAC is present, and take the appropriate remediation for every school that has it.

[Gillian Keegan]

I assure my hon. Friend that it is already below that number because we have been surveying every day. We have now contracted eight building surveying companies—we had three; we now have eight—to ensure that we have sufficient capacity to do that as quickly as possible. We will do a survey for all the ones that are suspected to have RAAC—as I said, most of them will probably not go on to be confirmed to have it—and we hope to get through them all in the next couple of weeks.

Oral Answers to Questions

Geoffrey Clifton-Brown Excerpts

Monday 17th July 2023 Commons Chamber

[Robert Halfon]

I am not quite sure what problem the hon. and learned Lady is trying to solve. I mentioned to her that our target was 600,000 international students; we have surpassed that—679,000 international students are coming to our country, which is something we are proud of. But as I said, we have to be fair to not only international students and universities but the taxpayer, who bears the cost of the infrastructure. But I agree with the hon. and learned Lady that international students have a huge impact on the economy, of up to £37 billion-plus.

[Sir Geoffrey Clifton-Brown (The Cotswolds) (Con)]

Time after time, we find that every Government Department is short of young graduates with digital skills. Will my right hon. Friend think about making an application to the Home Office to encourage more visas to be granted to students who want to take digital degrees in this country?

[Robert Halfon]

My hon. Friend is learned in these matters, but they are for the Home Office. We are developing our digital skills at home with amazing digital apprenticeships. Half of our 670 apprenticeship standards are in STEM subjects, and there are T-levels and higher technical qualifications in digital. We are spending on the digital skills that our local people need. We have to give them the skills they need as well.

Education Recovery

Geoffrey Clifton-Brown Excerpts

Monday 7th June 2021 Commons Chamber

[Gavin Williamson]

The hon. Lady is right to highlight the importance of that, and I reassure her that it has certainly been at the forefront of my mind and that of the Under-Secretary of State for Education, my hon. Friend the Member for Chelmsford (Vicky Ford). That is why, as we have worked up the allocations and the formula, there has been a particular tilt towards those schools that are supporting children with special needs, recognising that they have extra demands on their shoulders.

[Sir Geoffrey Clifton-Brown (The Cotswolds) (Con)]

I warmly welcome my right hon. Friend’s enthusiasm for making this package of catch-up measures work. In thanking all our teachers and educators for what they have done during the pandemic, does he agree that it will be vital to get those educators to commit to the package—to the extra time that they need to spend in the classroom from the early years right up to university—to make sure that it works?

[Gavin Williamson]

My hon. Friend is absolutely right. It is very important that we continue to drive the quality of teaching staff, making sure that they are there in the classroom, delivering that world-class face-to-face learning, and that we continue to learn the lessons of how we have driven improvement in attainment. We have seen England rise up the PISA rankings while some nations of the United Kingdom have, sadly, gone the other way as the result of a less thoughtful and considered approach.

Education Route Map: Covid-19

Geoffrey Clifton-Brown Excerpts

Thursday 25th February 2021 Commons Chamber

[Sir Geoffrey Clifton-Brown (The Cotswolds) (Con) [V]]

I thank my right hon. Friend the Member for Harlow (Robert Halfon) for securing this very important debate.

I, too, welcome the full reopening of schools, colleges and further education settings on 8 March, and the fact that the Government have prioritised education throughout this pandemic. The academic impacts of not being in a classroom for nearly a year will, of course, vary from child to child. The Government must ensure that any pupil who wishes to have catch-up education has the opportunity to access it. After all the lost classroom time, I am particularly keen to see the summer catch-up classes available in every school, and I appeal to teachers fully to participate in this programme.

The £700 million education recovery package, and the £1 billion covid catch-up fund from the Government mean that money is there for all students to receive the education and grades that they deserve. Despite the intense disruption of the past year, no child should be denied future chances that they have worked so hard for. Measures to support children so that they receive equal opportunities are incredibly important. The £350 million national tutoring programme will help 2 million of the most disadvantaged children receive high-quality tuition. In addition, I welcome the £1.3 million provided by the Department for laptops and tablets for remote learning for some of our most disadvantaged children. This will revolutionise their learning.

Today’s announcement about the arrangements for examinations will provide much-needed clarity as to what will be expected of teachers and pupils in the coming months. The teacher-led approach to awarding and determining grades seems to be the fairest system under the circumstances. Once grades are submitted by teachers, the exam boards and Ofqual must ensure that there is consistency and fairness across the country.

There have been extremely mixed reports about the quality of teaching and the hours provided in face-to-face and even virtual teaching by universities in the last year. I hope that the Government can agree that the care and understanding provided to our young people needs to be extended to those struggling in higher education settings. All universities must be encouraged to provide a level of support and high-quality remote learning to their students, who have, after all, undertaken a significant financial burden in their student loans and accommodation throughout this pandemic.

I end by thanking all pupils, parents and teachers in my constituency for their incredible resilience over the last year. It has been a challenging and changeable time. With the road map announcement along with today’s statements, we will have a positive and productive end to this academic year. Thank you, Madam Deputy Speaker, for the opportunity to speak today.

Education Settings: Autumn Opening

Geoffrey Clifton-Brown Excerpts

Thursday 2nd July 2020 Commons Chamber

[Gavin Williamson]

I congratulate my hon. Friend on his work with the Sir Bobby Robson School although, as a Wolves fan, I am not sure if he was quite the right person to name it after. I look forward to working with him and the school to make sure that, as it brings children back, they have the best education, and assisting it and him in terms of delivering that for those children.

[Sir Geoffrey Clifton-Brown (The Cotswolds) (Con)]

I am sure that the Secretary of State agrees with the 15,000 parents in the Rock the Cotswolds group, who will be disappointed if any of their children cannot go back into school in September. Will he therefore consider doing two things? As well as issuing the comprehensive guidelines, he should ask every head to produce a back to school plan, preferably by the end of the summer term.

[Gavin Williamson]

My hon. Friend raises an important point. That is very much what heads will be doing to ensure that there is full education across all year groups in all classes for every child, including in his constituency.

Covid-19: School Reopening

Geoffrey Clifton-Brown Excerpts

Wednesday 13th May 2020 Commons Chamber

[Gavin Williamson]

Of course. The hon. Lady points out the importance of working with the sector, and that is what we will do at every step of the way, and that is what we have been doing. We recognise the importance of supporting the sector to make sure that, as children return to schools in a controlled and phased manner, we offer schools the maximum amount of support, recognise that every school is individual and unique in how we support them, and give them elements of flexibility so that they can make the transition from just providing an education setting for vulnerable children and children of critical workers. Expanding that in the limited way that we are proposing will require some elements of flexibility; schools and the sector will need that, and we will work with them to achieve it.

I have always been clear that we will give the sector as much notice as possible, and we have said that, if we are allowed, as seems likely, we would like to see schools opening from 1 June, giving them as much forward notice as possible in order for them to get ready. We think that is a responsible and sensible approach to a phased return. I slightly fear that if we were to ask the hon. Lady to pin down the date it would end up being about what would be the year rather than what would be the actual start date. But we do want to work with her; we want to work with the whole sector to make sure that this is a phased, sensible and controlled return to schools, because those who suffer most from schools not being open are the children who are so desperate to attend.

[Sir Geoffrey Clifton-Brown (The Cotswolds) (Con) [V]]

The guidance on the return of schools in the primary sector is very clear. May I ask my right hon. Friend to be very clear about the guidance for the secondary sector? For example, what does “face-to-face support” mean? Precisely which year groups will be able to return, and will that be on a voluntary basis, and does he agree that we need to provide maximum support for those taking GCSE and A-level exams both this year and next?

[Gavin Williamson]

My hon. Friend is absolutely right on the importance of supporting youngsters and children who are going to be facing GCSEs next year, as well as A-levels, BTECs and other qualifications in years 10 and 12. We are working with the sector, because we want all children in those year groups to have the opportunity to go into school and to speak with their teachers. We want their teachers to be able to make an assessment of the learning and support they will need over the following weeks as we approach the summer holidays, and to set the work at the right level so that children can benefit from learning through the six weeks of the summer holidays as well as in the weeks approaching the summer holidays. It is important to get those transition years back into schools, even if not for a full timetable, as that will be a first step in the right direction.

Oral Answers to Questions

Geoffrey Clifton-Brown Excerpts

Monday 11th March 2019 Commons Chamber

[Nick Gibb]

Everything about this Government is about closing that attainment gap, and we have closed the attainment gap between children from disadvantaged backgrounds and their more affluent peers by 13.5% in the primary sector—in early years and primary schools. The hon. Lady will know that we have awarded an extra £60 million funding to recognise the higher costs of maintained nursery schools. We are working with the sector as we prepare for the spending review.[Official Report, 19 March 2019, Vol. 656, c. 6MC.]

[Sir Geoffrey Clifton-Brown (The Cotswolds) (Con)]

I was at the Cotswold School in Bourton-on-the-Water in my constituency on Friday. It is not even going to reach the £4,800 per pupil under the national funding formula. How can it be fair that that school gets that sort of funding, yet schools in Hackney—with a range of pupil premium funding on top—get £6,800 per pupil?

[Nick Gibb]

The purpose of the national funding formula is not to give every school across the country the same amount of funding per pupil. It must be right that schools with lots of children with additional needs—for example, coming from disadvantaged backgrounds, with English as an additional language or with low prior attainment—do need to receive more money to help to ensure that those children’s needs are met. It is also right that schools in areas of high costs receive extra money to reflect those costs. That is what our fairer funding system delivers, and my hon. Friend’s county will have benefited from the national funding formula.

School Funding: Gloucestershire

Geoffrey Clifton-Brown Excerpts

Wednesday 30th January 2019 Westminster Hall

[Dr David Drew (Stroud) (Lab/Co-op)]

I beg to move,

That this House has considered school funding in Gloucestershire.

I am delighted to serve under your chairmanship, Mr Davies. I welcome the Minister to his place, and I welcome my Gloucestershire colleagues; I am sure they will have things to say, but I know they will be very brief, because I want to make some points.

I will start with the caveat that this debate is about schools funding. There was an excellent debate on a petition on college funding a couple of weeks ago, so I have restricted my remarks to schools funding, but many of them also apply to the college situation in our county. I will begin with four quick quotes:

“We are no longer at the ‘reduce your photocopying stage, provide your own pens and pencils’ stage in Gloucestershire. We are at the ‘don't expect a TA but do expect a class size of 35 and certainly don’t expect a payrise’ stage.”

Secondly:

“Inclusive schools like ours have to use 85% of the money intended to support vulnerable children with additional needs, to top up the Per Pupil Funding just to reach the same level as local selective schools. This is resulting in a two-tier education system where inclusive schools receive less money.”

Thirdly:

“One of the more tragic results of the cuts for our more vulnerable pupils will be the financial disincentive to give these children places. In an increasingly ‘competitive’ climate there will, sadly, be schools actively finding ways to turn these children away so they become someone else’s problem.”

Finally:

“Like many schools, we have had to set a deficit budget to protect the education of the children in our school. We are finding more children with significant complex educational needs are being placed with us who must be supported from existing budgets with a knock-on effect for the rest of the children within school.”

Those quotes were from a teacher in Gloucestershire, a headteacher of a comprehensive in Gloucestershire, a headteacher of a village primary school and, lastly, a governor.

[Sir Geoffrey Clifton-Brown (The Cotswolds) (Con)]

I am grateful to the hon. Gentleman, my neighbour, for giving way, and I have a lot of sympathy with the people he is quoting. Does he agree that we are spending a record amount on education, but the distribution system is totally unfair, and the difference between the highest-spending local authority and one of the lower-spending local authorities, such as Gloucestershire, is completely unfair?

[Dr Drew]

It is unfair. I will outline my own views on that; as someone who supported the f40 group for a long time, as did the hon. Gentleman and other hon. Members, I think we have a distribution problem as well as a problem of how much money is in the pot.

The national background is a lack of funding. The Minister might have something to say about the 3.5% pay award, which is having a dramatic impact in all our schools. Staffing costs are rising, and we have faced particular downward pressure on pupils aged 16 to 18, with a 20% cut since 2010-11. I emphasise the cuts to special educational needs and disabilities provision, which mean that it has in no way kept pace with rising demand.

Education Funding

Geoffrey Clifton-Brown Excerpts

Tuesday 13th November 2018 Commons Chamber

[Damian Hinds]

The hon. Gentleman will be aware that there are differences in how colleges are constituted. In particular, independent colleges are not subject to the pay and conditions arrangements of schoolteachers, but they are typically in the teachers’ pension scheme—hence that difference.

[Sir Geoffrey Clifton-Brown (The Cotswolds) (Con)]

I acknowledge the record amount of money that is going into schools, but we came up with that funding in order to have a national funding formula. Does my right hon. Friend not agree that in low-funding authorities such as Gloucestershire, a minimum amount of national funding should mean exactly that? Gloucestershire is about to top-slice its budget by 0.5%, so will he look at this and see what can be done?

[Damian Hinds]

I recognise what my hon. Friend says, and he is right. I thank him for acknowledging the additional money that has gone in, the fairer national funding formula and the additional £1.3 billion in resourcing. It is also true, as I was saying in answer to the hon. Member for Bethnal Green and Bow (Rushanara Ali), that local authorities can move money from schools into their high-needs block, which is sometimes the right thing to do. Of course, we also want to ensure that the facilities are always there to help local authorities manage their high-needs budget as effectively as they can.

We have increased opportunities in technical and professional education by doubling the level of cash for apprenticeships through the apprenticeship levy to £2.5 billion over the course of the decade. By 2020, funding available to support adult FE participation is planned to be higher than at any time in England’s history. At the other end of the age range, high-quality childcare supports children’s development and prepares them for school. That is why this Government are investing more than any previous Government in childcare and early years education—around £6 billion by 2020.

This Government have extended the scope and extent of support in multiple ways. As well as higher reimbursement under universal credit—higher than was ever available under tax credits—and tax-free childcare, we have increased the childcare available for three-year-olds and four-year-olds from 12.5 hours to 15 hours, and that funded early education now has a 95% take-up rate among parents of four-year-olds. There are also an additional 15 hours—so 30 hours in total—for working parents. All of that represents greater entitlement than under the Labour Government.

Then, of course, there was the landmark extension of the 15-hour entitlement to—[Interruption.] Let me start that sentence again. Then, of course, there was the landmark extension of the 15-hour entitlement to disadvantaged two-year-olds in 2013, which has since benefited almost 750,000 children at an investment of £2 billion since the policy began—something that was never made available to disadvantaged families by any Labour Government. Looking ahead, funding for the future comes up periodically at spending reviews. We have a spending review next year, and we are already looking at the approach for this period. Of course, we have a review of post-18 education and funding in progress, and £84 million was confirmed in the Budget for children’s social care to help spread best practice.

Turning to school-age education, I am not the first Education Secretary to stand at the Dispatch Box and say that we need a better balance between technical and academic education. While we plan to invest nearly £7 billion during the current academic year to ensure a place in education and training or an apprenticeship for every 16 to 19-year-old who wants one, I am conscious that funding for 16 to 19-year-olds has not been protected in the same way since 2010 as funding for five to 16-year- olds, but we are ensuring a balance through public policy by developing high-quality routes for technical and vocational education through T-levels and apprenticeships.

On the high-needs budget, funding for local authorities has benefited from the same protections in the funding formula that we have been able to provide for mainstream schools, but there have been increasing pressures. There is a balance to be struck between mainstream and special schooling to ensure that most pupils can be supported in mainstream settings when that works best for them. Finally, we need to continue to ensure, as always, that there is the right level of resource to make sure that the quality of education is at the required level for people wherever they live—in a town, the countryside, the north, or the south.

Alongside all that we need to focus on ways to make the system work better for all schools. Ensuring that we invest properly in schools and distribute funding fairly is clearly fundamental, but how that funding is used in practice is just as important. The education system is diverse, operating between various local authorities, dioceses, multi-academy trusts and individual schools. While that is a strength, it does not always work in the system’s favour when it comes to leveraging the benefit of volume in purchasing, for example. That is why I am working hard to ensure that we come together to help schools get the best value, that expertise is available across the system and that resources that do not need to be purchased or created on an individual basis—from lesson plans to energy contracts—are shared. We will also work to bear down on the £60 million to £75 million that schools spend on recruitment with the new teacher vacancy service and the agency supply teacher deal. By creating financial benchmarking, we are helping schools to share good practice and identify ways to use resources more effectively. All of this allows schools to direct the maximum resource into what they do best—teaching.

--- Later in debate ---

[Mike Kane]

They will not come in until 2022, and the Conservatives have already cut billions from the higher education service.

As a direct consequence of the Government scrapping maintenance grants, our poorest students graduate with the highest debts. No one should be put off university due to a lack of money because of a fear of debt. Labour believes that education should be free. We will restore that principle and reintroduce maintenance grants for the most in need.

It is my great honour to thank everybody who has participated in the debate today.

[Sir Geoffrey Clifton-Brown]

Will the hon. Gentleman give way?

[Mike Kane]

I will not give way now because I want to get through the vote of thanks.

Normally I would thank people on my side of the House—I thank you all; well done, the lot of you—but what I really want to do is to thank some Conservative Members, such as the Secretary of State himself. He fails to stand up and say “little extras” to anyone. Just to let him know: the cuts in Hampshire are £16.8 million, Damian. [Interruption.]

May I concur with the hon. Member for St Ives (Derek Thomas) about how well schools and schoolteachers have done to commemorate the armistice brilliantly this weekend and over the past few months? However, I also tell him that the cuts to his local authority are £14.2 million since 2015.

I now come to the hon. Member for Spelthorne (Kwasi Kwarteng)—this is my favourite bit—who makes the same speech every time. Honestly, there is a sparsity of facts, and he does need to mix it up once or twice.