Higher Education Students: Statutory Duty of Care

George Eustice Excerpts

Monday 5th June 2023 Westminster Hall

[George Eustice (Camborne and Redruth) (Con)]

Throughout this debate we have heard tragic stories: it is clear that the problem affects many families up and down the country. I am afraid I am going to add the case of Harry Armstrong Evans, whose parents, Alice and Rupert, have been running a campaign in his memory. He came from Launceston in the constituency of my hon. Friend the Member for North Cornwall (Scott Mann). Because my constituency has the only university in Cornwall, the parents also approached me since they felt this was important.

Harry had had an exceptional set of exam results during his time at the University of Exeter, but he went from being a star pupil to having an unexpectedly set of poor results in his final year. He was in anguish and tried to reach out to his course tutor to discuss it, but it was during half term and the course tutor was not around. As a result of that anguish, Harry took his life. The great tragedy is that his parents were not aware that there was a problem. They had no reason to expect that Harry would have unexpectedly bad results in his final year and saw no reason to reach out to him to say, “Don’t worry if it does not go well in the final year”, or to try to broach that conversation with him.

Some colleagues have said this afternoon that suicide is preventable. It is important to recognise that although it is preventable, that does not mean that there is someone else to blame. When people experience a suicide in the family or among friends or work colleagues, there is always a sense that if only they had known that there had been a problem, they would have reached out to somebody to tell them that there was no need to worry or to be concerned.

It is important that we are clear with universities. When we say that there is a case for a statutory duty of care, we are not necessarily saying that they are to blame for everything that might happen. We are all just collectively saying that there are things that we could do differently, that suicide is preventable, and that if we work on getting things right, we can reduce the number of such tragedies, for suicide is always a terrible tragedy.

Following the death of Harry, Alice and Rupert launched their own parliamentary petition to call for something that they have called Harry’s law. This focuses specifically on the issue of requiring universities to at the very least publish the suicide data that they have. It would simply require that where coroners inform universities that there has been a suicide of an enrolled student, that university has to declare it and make that information public. If the Minister is resistant to going all the way to having a statutory duty of care, or if he is advised by departmental lawyers that such a step is unnecessary and does not add much, at the very least could we require universities to publish the suicide data? If they are required to publish that, I think it likely that they would pay much more attention to the work that they do and the pastoral care that they provide to avoid such terrible tragedies.

Alice and Rupert Armstrong Evans have also proposed that if a university is performing particularly badly and has a highly disproportionate number of suicides, they should potentially be placed in special measures or be given the support that they need to make sure that they get in place the right kind of pastoral care. If the Minister is not willing to support a statutory duty of care for universities, I hope he will look at what can be done to improve the transparency of data and require universities to publish that as a first step, and then perhaps a statutory duty of care could be considered at a future date.

[Sir Robert Syms (in the Chair)]

We now have the Front-Bench wind-up speeches.

Small and Village School Funding

George Eustice Excerpts

Wednesday 17th July 2019 Westminster Hall

[Neil O'Brien]

The hon. Gentleman is completely correct. This challenge affects all of the United Kingdom. For rural schools that closed, the average walk to the next nearest school is 52 minutes, which in practice means driving or getting a bus. There is a cost to the taxpayer for this transport, and a cost to parents and children for driving a long way, so there are all kinds of reasons why we should want to preserve our village schools.

I will turn to small schools more generally, including those in urban areas. I am grateful to the House of Commons Library for digitising older data for me that revealed a dramatic transformation in the scale of our schools over recent decades, and a decline in the number of small schools. The number of pupils at state primary schools in England is roughly the same as in 1980, but the schools that they attend are completely different. In 1980 there were 11,464 small primary schools with fewer than 200 pupils, but in 2018 there were just 5,406. The number of such schools has halved over the decades.

In contrast, in 1980 there were 949 large primary schools with more than 400 pupils, but in 2018 there were more than 4,000, so the number of large schools has quadrupled. The number of really big primaries with more than 600 pupils increased from 49 to 780, while there are now more than 100 what I call “super jumbo” primary schools with more than 800 pupils, which often have playtimes in shifts and hundreds of staff. This is a huge change in the nature of our primary schools, and it is visible in Scotland, Wales and Northern Ireland too. In fact, since 2002 Wales has seen the most dramatic decline in the number of small schools, followed by the north-west and Yorkshire.

This huge change in our primary schools has come about without any real discussion or political choice. It seems to me a move away from the natural small scale for small children, and there is no obvious policy rationale for it. Small schools are not bad schools. Schools with 200 pupils or fewer are just as likely to be “good” or “outstanding” as other schools. In fact, schools with fewer than 100 pupils, which account for about one in eight schools, are more likely than average to be “good” or “outstanding”, so this is not about academic standards.

I think two different things are driving it. The first is planning, which is outside the DFE’s remit. We do not build new small schools, and we do not make developers pay enough for the infrastructure needed for new housing. Instead, our bitty, piecemeal development allows developers to get out of paying for new schools, and we cram more pupils into existing schools, building classrooms on playing fields. Secondly, wider catchment areas mean more car journeys to those schools, and because builders often put schools in residential areas, there are a lot of cars driving into streets that were never intended for them, leading to a lot of congestion. People tell me that makes their village no longer feel so much like a village.

However, the DFE could do some things about the declining number of small schools. We should increase the lump sum element of the national funding formula. Do not get me wrong: the national funding formula is extremely good and has meant that the funding rate per pupil in my constituency has gone up twice as fast as the national average. It helps underfunded areas such as mine to catch up with the national average, although there is still a long way to go. It would be very helpful to increase the lump sum—the part of the national funding formula intended to help small schools.

[George Eustice (Camborne and Redruth) (Con)]

Is another problem with the national funding formula that the system of gains, caps and floors—in place for transitional reasons, which we all understand—compounds historical unfairness? While 3% of a very small budget is still quite limited, 1% of a very large budget is still quite a lot for those schools to enjoy.

[Neil O'Brien]

I think my hon. Friend is correct, and I think we both want to see a faster transition to a fairer overall settlement. However, I want to focus on the point about the lump sum.

Leicestershire County Council was historically a strong supporter of small schools and had a lump sum of £150,000 per primary school. In the national funding formula, that is only £110,000. When consulting on the national funding formula, the DFE acknowledged that that number was lower than the average for most local authorities. As local authorities converge on the national funding formula, as they should, the pressure on small schools may intensify. The proportion of the core schools budget going through the lump sum declined in the last year, and the gap between income and expenditure is much smaller for small schools, indicating a financial pressure. In fact, larger schools have about twice as much headroom per pupil. Small schools are definitely feeling the pinch.

I hope and expect that, under the next Prime Minister, we will see a big increase in school funding. A good way of delivering that would be to increase the lump sum within the national funding formula. About a fifth of primary schools get more than 20% of their income from the lump sum, and for them an increase could make the difference between staying afloat and closing. There has been some discussion about increasing sparsity funding as an alternative, but I am a bit sceptical. Fewer than 6% of primaries get sparsity funding, and only 1% get the full amount; a number of small schools in my constituency that are under pressure would not be eligible. That is one reason why only a third of local authorities have included a sparsity element in their local formulas. Increasing the lump sum, if I could beg the Minister to do that, would be simpler and better. For a little more than £800 million, we could take the lump sum back up to £150,000 and get my village schools back to where they were.

Oral Answers to Questions

George Eustice Excerpts

Monday 21st January 2013 Commons Chamber

[George Eustice (Camborne and Redruth) (Con)]

In light of the report by the right hon. Member for Birkenhead (Mr Field) earlier in this Parliament, will the Secretary of State say what steps he is taking to improve the parenting skills of parents who have children under the age of three?

Oral Answers to Questions

George Eustice Excerpts

Monday 3rd December 2012 Commons Chamber

[Matthew Hancock]

I would commend any work intended to enhance the quality of apprenticeships, which are no longer restricted to one part of the economy but now extend to the whole economy. They are increasing in quantity, and we need to ensure that they increase in quality as well. I should welcome the contributions of anyone who can bring about an increase in the number of rigorous and employer-focused apprenticeships.

[George Eustice (Camborne and Redruth) (Con)]

Many small schools in Cornwall are concerned about changes in the dedicated schools grant and the implications for their future. What reassurance can the Minister give that when the current minimum funding guarantee runs out in 2014, the Government will recognise the importance of funding stability to such schools?

[Mr Laws]

I can give my hon. Friend the assurances first that the minimum funding guarantee will continue, secondly that this Government value the role of small schools, and thirdly that we are carrying out a review of the funding formula for 2014-15, to look very carefully at some of the concerns he mentions.

Further Education Loans

George Eustice Excerpts

Tuesday 17th July 2012 Westminster Hall

[Mr Hayes]

I am almost as excited about that as my hon. Friend. I will certainly come to it, because it is wonderful news. I have been asked to give more detail and I will in the time available. Let me just finish my point about the access-to-HE measures. They mean that anyone who goes on to HE will see their access loan written off. That is very important, as that route disproportionately contains people with poor levels of prior attainment; after all, that is why they are doing access-to-HE courses. They are often doing so later in life. There is also a disproportionate number of women and women returners in that group. That is very important, too. What we are doing is therefore socially regenerative; it is about social justice. All I do is driven by my passion for social justice. That is what those courses are about and that is why we have taken this action.

However, that alone, in my judgment, would not have been sufficient. That is why I wanted a bursary fund. The hon. Member for Blackpool South has asked how much of that is drawn from existing provision. About £20 million is completely new money. As hon. Members will know, there is some existing learner support money in FE. It is targeted at, for example, people with learning difficulties and disabilities. That will be made part of this bursary, but I do not anticipate that any learner will be worse off as a result of these changes. In other words, we are not displacing the interests of any group of learners. It is just more straightforward for colleges and learners to have these things in a single national bursary package.

I have always favoured the idea of a national bursary fund, by the way, so this is the fulfilment of another long-held ambition, framed by the discussions that I have had over many years with the sector, which argued that it would be a very effective way of allowing colleges to respond to local circumstances. They know their cohort best; they know their circumstances better than I ever could. We therefore need to build in a level of discretion to allow colleges to work with their communities, their learner base and their local employers to ensure that what they are providing meets the needs.

However, the point made from the Opposition side of the Chamber about how much discretion there will be was well made. I think that we should set down some criteria according to which we expect the money to be allocated and I will do so, having had discussions with the sector and bearing in mind—let us get the time scale clear—that the application period for loans opens in April 2013 for courses starting in August or September 2013. Therefore, although it is true that we will not have a chance to debate the matter more fully until this September, it is not happening until the year after the next academic year. The hon. Member for Blackpool South makes the point that FE colleges must plan and he is right. That is why we have done what we have now, rather than waiting any longer. I hope that the fund will address the issue of older learners, who were, according to the impact assessment, disproportionately risk averse in terms of loans. That is hardly surprising. Someone of 55 might perceive a 30-year loan in a rather different way from someone of 20 or 25.

[George Eustice (Camborne and Redruth) (Con)]

My hon. Friend the Minister makes a very important point. May I welcome the cautious approach that he has taken in this area? Does he agree with me that at a time of recession, when we are trying to get our economy going, supporting adult learning is incredibly important for reskilling the work force and those who may find themselves out of work?

[Mr Hayes]

As I am the champion of apprenticeships, my hon. Friend would hardly expect me to disagree with that analysis. He is right that skills are critical to recalibrating the competences of our work force in a way that makes our economy more sustainable by making our businesses more resilient.

The bursary fund is exciting and new and will allow us to address some of the perfectly properly argued concerns of Opposition Members, but more than that, I wanted to accept NIACE’s proposal of a mid-life learning health check, so that we could look at people at the age of 40 and 50 perhaps and use the national careers service to gauge when and where they could study to upskill or reskill. That there is a need for that has been argued by the sector for some time, and we have taken it on board as part of this package.

On the issue of STEM, which was raised specifically, I take the view that tying capital investment to STEM is not only about growing capacity, but about pinning down the costs of those courses. It is often argued that the costs are so high because of the need to resource in order to deliver them. I will look at how we can be specific about that in the next FE capital round. We have already had a number of such rounds, and we will have many more, because it is vital that we invest in our college infrastructure. We have excellent colleges, such as the one that I visited in Stoke, when, as a result of the kindness of the hon. Member for Stoke-on-Trent North (Joan Walley), I was able to take away with me an Arnold Bennett volume to read over my brief summer sojourn.

All of that represents responsiveness. It was developed after discussion with hon. Members on both sides of the House. It was certainly discussed with the sector. It is a considerable step forward. But I just say this. Our determination is to ensure that it is put in place efficiently and effectively, so there will be no paper-based system. This will be done properly. The Student Loans Company will get it right, as the hon. Member for Blackpool South urged it to do, quite properly. This is a fair package—a just package. It is a package of which we can all be proud. We should now move forward together with confidence to put in place loans and get rid of up-front fees—a point that the hon. Member for Stoke-on-Trent Central very generously made and that I would have made otherwise. We should do so in the spirit that has imbued all we have done; one of elevating practical learning by elevating those who teach and learn in our FE colleges, who change so many lives by changing so many life chances.

Oral Answers to Questions

George Eustice Excerpts

Monday 27th February 2012 Commons Chamber

[Mr Gibb]

The expert panel report which we published towards the end of last year recommended more compulsion until pupils reached the age of 16, and we are considering that. However, as I said to the hon. Member for York Central (Hugh Bayley), the English baccalaureate has done more to increase the take-up of modern foreign languages and, indeed, history than any other single measure undertaken by the Government.

[George Eustice (Camborne and Redruth) (Con)]

16. What recent progress he has made on his plans for capital investment in schools.

[The Secretary of State for Education (Michael Gove)]

For the current spending review period, we have a total capital budget of £17.1 billion. In December I announced capital for 2012-13, including £11 million for schools in Cornwall to provide new places and repair buildings.

[George Eustice]

Camborne Science and International Academy, which the Secretary of State will recall visiting last summer, has applied for permission to build some new science laboratories under the priority schools building programme. That will cost a fraction of the amount that was originally required under the Building Schools for the Future programme. Does my right hon. Friend agree that when schools have sharpened their pencils and identified savings in that way, they should be given some credit when their applications are assessed?

[Michael Gove]

That is a very deft case, very well put by my hon. Friend. I am well aware that, for a variety of reasons, a number of schools in Cornwall have missed out on the allocation of capital in the past. One of the things that I have learnt in this job is that sometimes when we publish lists of school buildings it is important to wait a wee while just to make sure that they are right.

Oral Answers to Questions

George Eustice Excerpts

Thursday 8th December 2011 Commons Chamber

[Mr Hayes]

As my hon. Friend will know, the number of apprenticeships has risen by 70% in his constituency. That does credit to him, and, as I think he will acknowledge, still greater credit to me.

My hon. Friend asked what more we would do. We will strip out all unnecessary health and safety requirements, we will introduce those incentive payments to compensate small businesses, and I am determined to streamline every stage of the process. Tackling youth unemployment is a top priority for the Government: that is why we are focusing the apprenticeship budget on young people, which is where it can make the most difference.

[George Eustice (Camborne and Redruth) (Con)]

18. What progress his Department has made in assessing applications by further education colleges for phase 2 of the enhanced renewal grant.

[The Minister for Further Education, Skills and Lifelong Learning (Mr John Hayes)]

In August, I was delighted to confirm that the Government would make an extra £100 million available for a two-year college capital investment programme. The programme was launched by the Skills Funding Agency in September, applications were invited by November, and the agency is aiming to announce decisions on the enhanced renewal grant before Christmas. Speedy action, Mr Speaker: alacrity, combined with perspicacity.

[George Eustice]

Cornwall college in my constituency has recently used a new technique to refurbish and reclad one of the old buildings on its estate at a fraction of the cost of a rebuild, and would like to repeat the process on some of the rest of its estate. Does the Minister agree that procedures of that kind should be given priority?

[Mr Hayes]

My hon. Friend, who is a great champion of his local college and a great local Member of Parliament, has written to me about that very matter. I have his letter here. I am pleased to say that I have arranged to speak to him on Monday about the details of his question, and I can also tell him that as soon as I became the Minister we announced new capital funding. I do not say this with any joy—I say it more in sorrow and anger—but what a contrast with the last Government, who presided over a capital funding debacle.

Oral Answers to Questions

George Eustice Excerpts

Monday 7th February 2011 Commons Chamber

[Michael Gove]

Thank you, Mr Speaker. It is ironic that we were just discussing poor behaviour and people in class disrupting those who want to learn. I am keen to work with the hon. Member for York Central (Hugh Bayley), and college principals in particular, to ensure that our new, enhanced learner support fund can help all those vulnerable young people who need support to stay in education and learning.

[George Eustice (Camborne and Redruth) (Con)]

When the Secretary of State assesses the size of the discretionary learner support to be made available to each college, will he consider at least making one of the criteria the number of second-year students who currently receive EMA, to assist colleges and students in the transition to the new system?

[Michael Gove]

That is a constructive suggestion, which I will consider as part of the review.

Schools White Paper

George Eustice Excerpts

Wednesday 24th November 2010 Commons Chamber

[Mr Speaker]

It is always a pleasure and a privilege for me to listen to the Secretary of State, but I am afraid we cannot have an essay in answer to every question. There simply is not time. I enjoy the content of his answers and his mellifluous tones, but there is not time. Shorter, please.

[George Eustice (Camborne and Redruth) (Con)]

I welcome the emphasis that the Secretary of State has placed on science in schools. Does he agree that we need to do much more to inform pupils who are about to select their GCSE subjects of the value that science can add to their career? Does he also agree that we need to do more to inspire them about the sciences? I would like to commend to him the work of the Camborne science and community college, in partnerships with schools in Japan and Singapore. Perhaps he would like to come and see some of that work.

[Michael Gove]

My hon. Friend is absolutely right, and I will.