Oral Answers to Questions

Gerry Sutcliffe Excerpts

Thursday 26th February 2015 Commons Chamber

[Mrs Grant]

The hon. Gentleman makes an important point. I understand from Sport England that work is planned to begin replacing the cricket pavilion at Westinghouse sports ground, and that is very good news. Sport England has been in regular contact with the developer, the council and residents, and I know that the hon. Gentleman has too. It wants sporting facilities to be maintained at the site as per the section 106 agreement, and will continue to help and provide expertise. I support the stance that Sport England is taking.

[Mr Gerry Sutcliffe (Bradford South) (Lab)]

It is important that sporting facilities are available to everybody, particularly people with disabilities. I know that the Minister is working very hard on providing those facilities for disability sport. She may be aware that the England cerebral palsy football team will not be able to play at the next Paralympics because cerebral palsy football has been dropped off the agenda for Paralympic sport. Is she as concerned about that as I am?

[Mrs Grant]

Yes, I am very concerned. Although this is a decision for the International Paralympic Committee, I recently met the chief executive of the British Paralympic Association to discuss the issue, and disability sailing as well. We are a great footballing nation, and a great sailing nation too, and I understand the frustrations about this decision. I therefore intend to speak to the IPC president, Sir Philip Craven, in the next couple of weeks.

Oral Answers to Questions

Gerry Sutcliffe Excerpts

Thursday 16th October 2014 Commons Chamber

[Mr Vaizey]

I completely agree with my hon. Friend, which is why I am so pleased that the majority of arts funding is now going outside London. However, it is also important to stress that many of the organisations that are funded in London—because they have London postcodes—are touring organisations whose work is seen far and wide outside the capital.

[Mr Gerry Sutcliffe (Bradford South) (Lab)]

The Minister will know that there are many national museums outside London which are important to national culture, one being the National Media museum in Bradford. He will be aware that the council recently announced £1 million over three years to invest in this museum. Could he give an update on the Government’s thoughts about the future of national museums outside London?

[Mr Vaizey]

I have been very grateful for the opportunity to work so constructively with the hon. Gentleman on the future of the National Media museum in Bradford, and I was delighted when I heard the news about the council’s funding support. We continue to support a lot of national museums outside London. The Science museum is a particularly good example, particularly given its work with the Museum of Science and Industry in Manchester, where it has made a real difference.

Kings Science Academy (Bradford)

Gerry Sutcliffe Excerpts

Tuesday 28th January 2014 Westminster Hall

[Mr Ward]

We need clear evidence, because we are now receiving at best evasive responses to the questions that many of us have been asking. At worst, hiding behind the ongoing police inquiry, we have received no response whatever. To be honest, the evasiveness of some of the responses has been disrespectful to Members of this House. We need answers—all the speculation can then disappear.

We know how serious things were in the school, and that the audit reports identify not only the fraud, but all the nepotism and other financial irregularities that were taking place. I repeat that all of that was known by the DFE, but no action was taken at all. We are not talking about a young and inexperienced man, but about a dishonest and disreputable character, and yet, with all that information, the DFE was content to let the principal remain in place.

I hope that the Minister can prove me wrong, because I have a number of serious allegations about the DFE itself. If I am right, the independence of the civil service must be in doubt. Will the Minister please put to bed some of the suspicion about the DFE by helping us? The Department has failed in its public duty to expose what it knew to be malpractice and criminal activity—it held information back and covered up the situation. We cannot have the freedom extended to free schools including freedom from public accountability.

On the reporting of an admitted crime to the police, I am still not satisfied. We have asked oodles of questions, but I am still not satisfied that the DFE acted as it should have. There will always be suspicion of a cover-up until the Minister carries out a full investigation into what happened.

The first phase of the launch of the Kings school was praised by the Prime Minister and described in the press as closest to David Cameron’s vision of what a free school should be. We know the background, but when the whole scandal broke, the DFE said that it was for the school itself to decide whether the issue was a disciplinary one. How on earth can an organisation highlighted in an audit report as responsible be the organisation responsible for looking at itself and dealing with its own disciplinary issues? It beggars belief. A Government audit uncovers misconduct so serious that it needs to be passed to the police for criminal investigation, and yet the DFE feels that it is for the school itself to decide whether the issue is a disciplinary one.

When at last the Department decided that matters could not be contained within the school, it finally referred it to Action Fraud. We are asked to believe that Action Fraud botched up the recording of the fraud on 25 April. Even if we believed that to be true, we know that the DFE then did nothing about ensuring that a crime was investigated until 5 September, when it sent an exploratory e-mail to ask what was going on.

On 5 September, the DFE knew that its April report had been erroneously recorded as an information report. It was told by Action Fraud:

“If more information related to your report becomes available your report will be re-assessed to determine its viability for investigation.”

The Department knew that on 5 September, but did nothing. Why was the audit report not sent directly to the police at that time?

[Mr Gerry Sutcliffe (Bradford South) (Lab)]

I am grateful to the hon. Gentleman for the work he has been doing on this case, which has affected the credibility of some of the free schools in Bradford—notwithstanding the fact that there are some good ones. We had to get the information about when the police were informed from the police themselves, not from the DFE. We were asking questions, either written questions or questions on the Floor of the House, to try to get answers, yet answers we got none—except when we contacted the police.

[Mr Ward]

When we asked the police in e-mails what they had received, they said that they had received nothing. Despite what the DFE said, they did not receive the reports.

As for the questions we have been asking, there are simply too many discrepancies between the answers to parliamentary questions and the other evidence available to us. The Department made its original report on 25 April 2013: that is when the matter was reported—so we are told—to Action Fraud. Let us not forget that that is eight months after the CCW report. If the DFE had seen that report at that point, why was it not made public?

Oral Answers to Questions

Gerry Sutcliffe Excerpts

Monday 11th November 2013 Commons Chamber

[Michael Gove]

That is a characteristically acute point from my hon. Friend. The most important thing we need to do is ensure that the quality of teaching in our schools is improving. Ofsted tells us that it is, and I am delighted to report that to the House. That is a result of our reforms.

[Mr Gerry Sutcliffe (Bradford South) (Lab)]

What will the Secretary of State do about Kings science academy in Bradford and the disaster that is that school? There are fines for admission policies, and it looks like criminality as well.

[Michael Gove]

There are certainly questions to be answered by those responsible for Kings science academy, but I stress that all academies and free schools are more rigorously audited and held accountable than local authority schools. I also stress that for many years the quality of education in Bradford has been appalling, yet it is only when new providers come in to innovate that we hear from Opposition Members. They are prepared consistently to turn a blind eye to Labour local authorities that fail, yet whenever there is any challenge to that complacency, all they can do is talk cynically about those idealists who are trying to improve state education.

Oral Answers to Questions

Gerry Sutcliffe Excerpts

Monday 21st January 2013 Commons Chamber

[Mr Laws]

I also pay tribute to the work of Lord Hill in this area and I note my hon. Friend’s representations on behalf of Watford. He is absolutely right that it is essential we provide the opportunity for all young people to access high-quality vocational education. He will be interested to hear that we are already well on the way to exceeding the Government’s target of 24 UTCs by 2014.

[Mr Gerry Sutcliffe (Bradford South) (Lab)]

It is important that areas such as Bradford in west Yorkshire which have high levels of youth unemployment have access to initiatives such as UTCs. How will the Minister expand and promote the policy as quickly as possible so that areas such as Bradford and west Yorkshire can participate?

[Mr Laws]

I entirely agree with the hon. Gentleman, who will be aware that a bidding round is being considered and that announcements will be made in the spring.

Oral Answers to Questions

Gerry Sutcliffe Excerpts

Monday 3rd December 2012 Commons Chamber

[Mr Speaker]

Certainly there is very rarely any Question Time in which the hon. Member for Colchester (Sir Bob Russell) does not say something. We are accustomed to that by now, and we are grateful to him for it.

[Mr Gerry Sutcliffe (Bradford South) (Lab)]

Why do free schools not have to provide sports facilities, and how will that help the Olympic legacy?

[Michael Gove]

All schools need to ensure that their children have access to high-quality sports and physical education facilities and, under regulations that we have brought in, for the first time ever all schools, including independent and free schools, will have to guarantee access to high-quality facilities.

Oral Answers to Questions

Gerry Sutcliffe Excerpts

Monday 3rd September 2012 Commons Chamber

[Michael Gove]

The hon. Lady makes an effective point in a very effective way, and I absolutely agree with her. It is one of the blessings of the past 30 years that attitudes towards adoption and conception have changed so much, and that the stigma that used to be attached to children who were born out of wedlock is, mercifully, no longer there. It is quite wrong to force a mother to part from her child when she is capable of providing that child with a loving home. Anxious as we are to ensure that children in need are adopted, we must be equally anxious to ensure that single parents are supported.

[Mr Gerry Sutcliffe (Bradford South) (Lab)]

3. What plans his Department has for child care; and if he will make a statement.

[The Minister of State, Department for Education (Sarah Teather)]

The Government have extended free early education to 15 hours a week for all three and four-year-olds, and plan to extend this to around 40% of two-year-olds from September 2014. We recognise, nevertheless, that families might face difficulties with child care costs for older children or those beyond the free entitlement. The Prime Minister and the Deputy Prime Minister have asked the Minister for Disabled People, my hon. Friend the Member for Basingstoke (Maria Miller), and me to lead a commission to look at the affordability of child care, and we will report in the autumn.

[Mr Sutcliffe]

First, I hope that we are going to get an apology from Ministers for the way in which they have treated the One in a Million school in Bradford.

The Minister will be aware of the Daycare Trust’s survey that came out during the summer, which showed an 18% increase over 12 months in the cost of a week’s holiday child care. What are Ministers going to do to support hard-working families and parents who are struggling to meet unaffordable child care costs?

[Sarah Teather]

This Government are investing more in early years education than any previous Government: £760 million is being invested to extend the free entitlement down to disadvantaged two-year-olds. As I said in answer to the hon. Gentleman’s initial question, we have set up a commission to look at these issues, especially those relating to wrap-around care and holiday care, which we know to be particular issues for many parents.

Oral Answers to Questions

Gerry Sutcliffe Excerpts

Monday 27th February 2012 Commons Chamber

[Mr Hayes]

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

[Mr Gerry Sutcliffe (Bradford South) (Lab)]

But how are young children going to be motivated when, as in my constituency, youth unemployment has gone up by 88% in the past 12 months? Where will the jobs come from that schools can use to motivate young children?

[Mr Hayes]

It is partly about people recognising the opportunities that exist through the right kind of advice and guidance. Of course, the hon. Gentleman is right that economic growth is our key priority—he knows that that permeates all the Government do—but it is absolutely right that we equip people with the right skills on the basis of the right information to make the right choices about job opportunities.

School Sport

Gerry Sutcliffe Excerpts

Tuesday 13th December 2011 Westminster Hall

[Mr Gerry Sutcliffe (Bradford South) (Lab)]

It is a great pleasure to serve under your chairmanship, Mr Amess. I am delighted to have the opportunity to discuss an important issue that I feel passionately about.

It has been more than a year since the Government first announced their intention to dismantle the sports infrastructure put in place by the previous Labour Government to deliver our commitment to increase participation in sport and physical activity. It had a clear structure—the Youth Sport Trust was set up to deal with school and youth sport; Sport England was set up to deal with community sport through national governing bodies; and UK Sport was set up to deal with the elite level—and it was renowned around the world. It has also been more than a year since the Government announced that they were ending funding for school sports partnerships and scrapping ring-fenced funding for specialist sports colleges. Next Tuesday will be the first anniversary of the partial U-turn on school sport, when the Government were forced to introduce a hastily cobbled together package of funding.

Why did I call this debate? Twelve months on, the threat to the future of school sport has not dissipated. In fact, the cuts announced last year will devastate the national sport structure that was the envy of the world, and new threats have emerged within the past 12 months that have the potential to create a perfect storm for school sports.

The army of volunteers within our schools and sports clubs are getting on with making the best of a bad deal. We take that army for granted, but on their shoulders rests much of our country’s sporting life. Those volunteers might not be the type to march on Whitehall, but they are still angry, confused and frustrated by the Government’s seeming indifference to their work. Their voice deserves to be heard.

If we do not hold the Government to account at every step, we risk losing the massive strides forward that we have made over the past decade. There has been a fog of misleading statistics, reviews and cross-departmental hand-wringing. If we do not question and challenge the Government every step of the way, we will wake up one day to find that we have abandoned a generation of young people to substandard sport and physical education.

Why does it matter if our kids do not play sport or do PE at school? Children who play sports do not only benefit physically, because research shows that involvement in sport helps general educational attainment. Sport helps young people to develop self-discipline and to learn how to get along with others. Involvement in sport can help tackle antisocial behaviour and youth crime and overcome psychological problems and loneliness. It can also help to tackle problems of bullying in school and help youngsters with disabilities enjoy sport with other children. Furthermore, children get those benefits whether or not they excel at sport. They do not need to be part of the sporting elite, because merely participating makes children healthier, happier and better pupils. The present Government’s policies threaten young people’s chances to take advantage in school of the enormous benefits offered by participation in sport and PE.

We cannot have a debate about any aspect of sport, particularly sport and young people, without mentioning the 2012 Olympics and Paralympics. In Singapore six years ago, when London was awarded the games, we made a solemn commitment to the international community and to the people of this country that we would use the games to inspire a generation of young people through sport. It was a crucial element of London’s bid and set us apart from our main rivals, Paris and Madrid. How can we be serious about that commitment if we dismantle the structures that will help us deliver it and send a message to our young people and our army of sporting volunteers that we do not value sport and are downgrading our commitment to sport in schools?

London 2012 has given us an once-in-a-lifetime opportunity to leave a lasting sporting legacy, not of stadiums and facilities, important though they are, but of a new generation of young people for whom sport and physical activity are an integral part of their lives. The Government should not have decided to drop the commitment to involving 2 million more people in sport and physical activity. However, it is not too late. The situation is not irretrievable, but the threats to school sport are so great and serious that Ministers must ask themselves how they intend to meet the commitments to ensure an Olympic legacy if they maintain their current course.

I was proud to serve as Sports Minister from 2007 to 2010. It was one of those jobs in government to covet. I was proud of what we achieved in those three years, but I was even prouder that we made sport a cross-departmental policy priority during our 13 years in government, and made massive progress in putting sport at the heart of Government thinking, especially through our investment in school sport and PE.

Let me remind Members of what we inherited when we were first elected in 1997. It is no exaggeration to say that school sport was in a dire situation. PE and competitive sport were often seen as optional extras, and many schools had substandard sports facilities, if any. What sport took place in schools relied almost exclusively on the good will of dedicated teachers, parents and volunteers. Only one in four schoolchildren took part in two hours of quality PE per week. Playing fields were too often seen by local authorities as development opportunities. An astonishing statistic and a damning indictment of the previous Tory Government’s policy on education and sport is that between 1979 and 1997, 10,000 playing fields were sold for development. That is more than 10 every week for 18 years, which is shocking.

The new Labour Government acted quickly to rectify the situation. The School Standards and Framework Act 1998 introduced the toughest ever protection for school playing fields. Further legislation in 2004 made the sale of playing fields an option of last resort, and local authorities were compelled to use the receipts from any sales to improve existing sports facilities. In contrast to the 10,000 playing fields lost between 1979 and 1997, just 192 were lost between 1997 and 2008, and in the majority of those cases, although the playing field was sold, the site benefited from increased sports provision.

Our physical education and sports strategy, which was supported by £1.5 billion in funding between 2003 and 2008 and by a further £755 million from 2008, enabled us to put in place a network of 450 school sport partnerships. Partnerships were centred on specialist sports colleges, which were linked to local secondary and primary schools and sports clubs. By 2010, thanks to the work of the SSPs, 90% of pupils in partnership schools were receiving two or more hours of high quality school sport.

We hear much from coalition Ministers about competitive sport and how Labour supposedly did not prioritise it. I am sure that we will hear the Minister repeat misleading statistics on competitive sport and participation—I hope we do not, but I think that we might. The lead academic evaluator on SSPs criticised the Prime Minister for a

“selective use of statistics that ignore the tremendous improvement over the past decade”.

Competitive sport was increasing under Labour. The number of children taking part in competitive sport, not just between schools but in schools, increased from 58% in 2006-07 to 78% in 2009-10.

Labour did not emphasise sports participation and physical activity because we were a Government of sports fanatics, although there are a few of us about. Sport was a cornerstone in tackling numerous key policy issues, such as obesity and related health issues, antisocial behaviour, educational attainment and citizenship. It was a genuinely cross-departmental priority. Interestingly, there was general cross-party consensus that Labour got it broadly right on school sport, and certainly cross-party support for school sport partnerships. There was no indication that Opposition parties had an alternative agenda.

[Jim Shannon (Strangford) (DUP)]

I thank the hon. Gentleman for giving way and for focusing on a very important issue for local schools. Although sport and education are a devolved matter in Northern Ireland, the same principles apply. Does he feel that school sports should be twinned with the issue of diet control, obesity and eating habits? Does he feel that the issue is not just about getting fit, but about weight control, too?

[Mr Sutcliffe]

Very much so. I thank the hon. Gentleman for his comments. He will know about the statistics on obesity in young people and about the health risks. He is right that sport is an integral part of life skills. Not everybody can be a champion, and not everybody can be elite, but we can be the best that we can be. I do not look like a healthy specimen, but my own involvement in sport through the parliamentary football team, school sport, the friends that we make through sport and the life skills that it gives us, all show that sport is an integral part of what we should be trying to achieve.

[Simon Hart (Carmarthen West and South Pembrokeshire) (Con)]

Of course, we all agree about the benefit of sport, but does the hon. Gentleman agree that it is about a bit more than that? It is also about getting kids out of classrooms—not necessarily on to a sports field—and into different areas of the great outdoors, which relates to the benefits that he has mentioned. That has been held up as a result of extreme regulation and red tape. Does he accept that the Government have made some progress in stripping away that red tape to get children from the classroom to the outdoors?

[Mr Sutcliffe]

I am grateful for that intervention. I understand the hon. Gentleman’s premise in terms of getting youngsters outside. School sport was fairly stereotypical in that girls played netball and hockey, boys played football, rugby and cricket, and basically that was it. The previous Government were proud—the Government’s misleading statistics come into play—of being able to widen the range of sports on offer. Mountaineering, canoeing, sailing, cycling and so on get people out into different environments. People who are not good at ball skills can get into cycling and other sports. We worked with those sports’ governing bodies to develop this framework. I am sad that that seems to be being reversed. I do not think that that is irreversible, and it can be put right.

There was a cross-party consensus to see that delivered and developed. It was only after the election in 2010 that that consensus seemed to disappear. Labour’s record was rubbished by Ministers as a justification for implementing a scorched earth policy promoted by the Secretary of State for Education, who is known to be hostile to the very concept of organised sport. The school sports partnership network, the cornerstone of school sports policy, was decimated to the astonishment of experts around the world all to save £162 million. The vast majority of that money had been spent on pupils in schools. It was seen as a world-class model and the shock throughout the sporting world was genuine. The director of community sport at the Australian Sports Commission said:

“I am absolutely devastated to hear of the cuts to the School Sport Partnership models. I am astounded that such an amazing and world-leading initiative has been lost to the communities they serviced.”

Labour’s then shadow spokesman for education, my right hon. Friend the Member for Leigh (Andy Burnham), begged the Secretary of State not to dismantle the SSP network. He even offered Labour support for a reduction in funding to SSPs, as long as the infrastructure was kept in place. I am afraid that his pleas fell on deaf ears.

Within weeks, the Government were forced into a partial U-turn because of an unprecedented backlash against their proposals—a backlash lead not just by politicians, but by Olympians, sports bodies, sports journalists and the grass-roots volunteer army. What we got was a cobbled together set of announcements that still leave the future of school sport in jeopardy. SSPs and school sports organisers have been told not to expect funding beyond August 2013. Those cuts will effectively mean an end to the infrastructure that supports the school sport network at the very time that we should be seeking to increase activity in the run-up to next year’s Olympic games and Paralympic games. What makes matters worse is that the Secretary of State has removed the need for schools to collect data on pupils’ progress. That will make it almost impossible effectively to monitor future participation rates and the effect of those cuts.

The much heralded school games, the new flagship Government policy, in actual fact already existed in the guise of the UK school games, which were supported by Sainsbury’s. The funding for the school games represents a massive 60% annual cut for school sport, which is well above the average for departmental cuts imposed as part of the austerity measures. Are we really saying that an annual competition, which is most likely to be of real value only for children at the elite end of their sport, is a replacement for a whole school sport network that improves the life chances of all children? This cobbled together funding has left school sport in disarray and left school organisers, clubs and volunteers with no idea about what will happen after 2013.

There is nothing wrong with competitive sport in schools. I speak as someone who spent a large part of my childhood, and indeed early adulthood, playing competitive sport. I completely understand the benefits of competitive sport, but competitive sport alone does not constitute a holistic Government policy towards PE in our education system. I will tell the Chamber why that is, and it goes to the heart of the problem. There is a fundamental lack of understanding about sport at the most senior levels of Government policy making. The Secretary of State for Education and the Secretary of State for Culture, Olympics, Media and Sport simply do not comprehend that successful participation in competitive sport can be achieved only by first mastering the basics of sport and PE. As the Youth Sport Trust has said, high quality physical education is essential for developing the necessary skills and confidence to participate effectively in competitive sport. Simply throwing all pupils into competitive sport, without first building what the Youth Sport Trust refers to as “physical literacy”, is both unfair and unrealistic, particularly in larger schools. Current Government policy, with its fixation on competitive sport at the expense of all else, is building our sporting future on sand.

What of that future? Talk to people involved in grass-roots sport—in schools, clubs, community sports networks and the national governing bodies—and they will tell you that there is deep concern and confusion. I thank the national governing bodies that have been in contact with me—rugby league, rugby union, tennis and other sports—to talk about how their sports are helping the wider environment. Our sporting volunteer army and our dedicated PE and sports staff in schools are an innovative lot. They will be looking at ways of maintaining the networks that we created over the past decade to ensure that the enormous progress that we made is not lost. In many places, they will succeed. If they do, it will be because of the enormous dedication and passion of those involved. If they succeed, it will be despite Government policy, not because of it. However, I fear that in some schools and communities, school sport will cease to be a priority. As if they did not have enough to contend with, there are threats on the near horizon that could create a perfect storm for school and youth sport.

In January 2011, the Government announced a comprehensive review of the national curriculum. The review is likely to see a slimmed down curriculum for sport in schools. Although PE is likely to be retained as a compulsory national curriculum subject, there is no guarantee that the two-hour offer, never mind the five-hour offer, will be retained. A recent review of global policy in schools showed that all the countries it looked at provided PE time targets, following this country’s lead. How sad and ironic will it be if, after leading the world on increasing children’s participation in school sport, we abandon one of the key mechanisms by which that was achieved?

The national curriculum review will not be completed until September 2012. That creates more uncertainty for all those involved in school sport. Steve Grainger, the then chief executive of the Youth Sport Trust, in response to the review, said:

“The quality and quantity of PE and school sport that is now being offered in schools has improved vastly in recent years. Ensuring it remains a vital part of the national curriculum will allow young people to continue to enjoy the many benefits that sport and physical education can bring.”

I appreciate that the review is ongoing, but will the Minister outline current coalition thinking about exactly what a “slimmed down” sports and PE curriculum would look like? What assurances can the Minister give that the slimming down of the sports and PE curriculum will not lead to the Government abandoning the two-hour commitment?

The coalition Government’s national planning policy framework will undo the protections for playing fields that the previous Labour Government put into place in 1998 and 2004. The Football Association stated, in its written evidence to the NPPF, that the proposals put

“playing fields and facilities at great risk”.

Are we going to see a return to the ’80s and ’90s, where playing fields were seen merely as development opportunities to be sold to the highest bidder? Will the Minister give a categorical assurance that measures contained in the NPPF and the Localism Act 2011 will not relax the restrictions on decommissioning school playing fields introduced by the previous Labour Government? Will he give an absolute assurance that the sale of school playing fields will be allowed only as an option of last resort?

What of the Government’s free schools policy? How will the Government meet the sports and PE offer for pupils attending free schools? How can the Government remain committed to sport and PE, if they are willing to allow free schools to open in buildings where there is no space for outdoor recreation? Will the Minister give a categorical assurance that free schools will not be exempt from providing sport and PE as part of their curriculum?

As hon. Members can gather, it is a source of great personal sadness to me to see much of the work on school sport that we did in government undone in such a brutal and senseless fashion. That has been sanctioned by people at the top of Government, who have little or no understanding of the power of sport to change lives. What has happened particularly saddens me because, during my time as Minister for Sport, there was a general cross-party consensus about sport and school sport in particular. I worked closely with the then shadow Ministers—the right hon. Member for Bath (Mr Foster) and the hon. Member for Faversham and Mid Kent (Hugh Robertson), who was my successor as Minister for Sport—to ensure that sport was not used as a political football, if hon. Members will pardon the pun. Despite their public pronouncements, I cannot imagine that either of those hon. Members is personally happy with the Government’s direction on school sport.

Next year, London will host the largest sporting event ever held in Britain. That should be a catalyst for embedding participation, commitment and aspiration into a generation of young people. However, we risk losing that opportunity because we are sending out a mixed message to young people. We tell them, “Get involved and participate,” but we are taking funding away from them and from the networks that facilitate their participation. The year before we host the Olympic and Paralympic games, we have ended the ring-fencing of sports funding for specialist sports colleges. Yet, last week, I was amazed to hear that an extra £40 million could be found for the opening and closing ceremonies of the Olympic and Paralympic games, which is one quarter of the budget for school sports partnerships. What message does the Minister think that that sends out to the hundreds of SSP staff losing their jobs, to the volunteers who give their time and money, and to the pupils hoping to emulate their Olympic heroes?

As I have said, playing sport was a major part of my childhood and early adulthood, and I made many friends through sport. With the decade of sport that we have in this country—the Olympic and Paralympic games next year, the rugby league world cup in 2013, the Commonwealth games in Glasgow in 2014 and the world athletic championships in 2017—we have a wonderful opportunity. These should be inspirational times for our young people, but they will not be if we cannot develop school sport in the way that we did.

I hope that it is not too late and that Ministers will listen. I do not expect the Minister to give in completely to me this morning, but I certainly hope that he will acknowledge some of the points I have raised, that he will have discussions with his colleague, the Minister for Sport, that he will look at what is happening and that he will listen to those parents, teachers and people involved in school sports partnerships who were getting to the primary schools that, in many cases, did not have the facilities for sport. I also hope that he will listen to the young sports leaders whom I met as Minister for Sport who were going into primary schools and helping PE teachers. There is a great opportunity here. I hope that it is not lost, that the Minister listens and that we can have a sensible debate on the way forward.

[Justin Tomlinson (North Swindon) (Con)]

It is a pleasure to serve under your chairmanship, Mr Amess, and to follow the hon. Member for Bradford South (Mr Sutcliffe), who is an exceptionally well respected former Minister for Sport. I certainly agree with the spirit of many of the things raised in his speech, although I will perhaps tweak one or two points in my contribution.

I speak very passionately on this subject because I benefited from sport. I went to a very challenging school. We were bottom of the league tables and, as I mentioned in last week’s debate in this Chamber on sport and tackling youth crime, two of my friends spent time at Her Majesty’s pleasure. Sport kept me active and by the end of the day, I was too tired to cause any trouble—although some people might say that as I am now a Member of Parliament, I took an even worse path.

I was a councillor for 10 years prior to becoming an MP, during which time I spent four years as the lead member for leisure. I therefore have a lot of first-hand experience of dealing with these sorts of issues in the community. As we know, sport can play a very positive role. It helps to promote a healthy and active lifestyle, which is important in tackling the increasing concern about obesity. Sport channels young people’s energy, boosts self-esteem and provides enjoyment, friendship and personal fulfilment. It can have significant benefits for focusing good behaviour and as I said, that was something I saw at first hand when I was growing up.

[Mr Sutcliffe]

I know that the hon. Gentleman is a strong supporter of school sport both from his past record as a councillor and since he has been a Member of Parliament. He made a point about prisons. I was the Minister responsible for prisons. What is the busiest place in a prison in terms of people getting involved in sport and physical activity? The gym. Such things made me think as I do about what sport can do for people.

[Justin Tomlinson]

I absolutely agree, and I will come to that point in a bit more detail later.

I will touch on three points: first, the school sports partnerships; secondly, what is physically going on in schools as we speak; and, thirdly, wider community access to schools. I shall then put my personal requests to the Minister.

On school sports partnerships, I raised a number of concerns in debate that led to the Government changing their position. I support the principle of the school sports partnership, but a premise that attracted a lot of criticism of the scheme is that it did not necessarily drive up levels of competitive sport. That was a flawed assessment because, generally, if someone is very good at sport, it is probably because their parents are that way inclined and encouraged sport from an early age by providing access to sports clubs.

School sports partnerships were good for people who were not naturally inclined to sport or gifted at it, because they offered a wider breadth of sporting opportunities. For example, I remember that we played football pretty much every week at my school, which suited me because I liked football. However, some people were not necessarily enthused by the opportunities that football presented. The main driver behind the school sports partnership was that it brought in other sporting opportunities and showed people that there was something out there for everyone. There were encouraging signs that it was making a difference to the majority of children who are not necessarily naturally gifted at sport.

--- Later in debate ---

[Justin Tomlinson]

I absolutely do, and I will come to that point shortly.

There are some advantages to the changes that have been introduced, but we need to work out a way to ensure that schools continue to see sport as a priority. There was another reason why we had to look again at how the school sports partnerships worked. In my constituency, it was a very good partnership, but we heard in the debates on the subject that in other constituencies people who work in schools were saying, “They aren’t delivering very much. I am very passionate about sport as a head teacher. I would like to employ my own choice of sports coach directly.” To a certain extent, therefore, some schools now have better provision, because they have gone directly to the person they think can provide sporting provision in the areas where they had gaps.

It is also fair to say that the school sports partnerships that are still in existence, including my own in Swindon, have had to step up their performance, because that cheque is no longer guaranteed. They have to go to schools and make a pitch about how they will deliver additional benefits to them. There is still a role to play, however, in helping those SSPs to be in a position to deliver improvements, because, by and large, they are sports enthusiasts and are particularly good at organising sports events. They are not necessarily geared up to be a semi-business—a not-for-profit business—so there should be a role to provide additional help in that way.

In response to the intervention, I would like to see SSPs identify additional partnership opportunities, not just through the private sector, but through working with local authorities, the local NHS and sports forums and local sports clubs. To give a good example, if a school offered only football every week and wanted the SSP to bring in street dance, it should bring in not a one-off coach, but representations from street dance clubs, so that children who enjoy a taster session in school then have the opportunity to join a club and take up the activity on a regular basis. Local authorities can play an important role in that regard. The equivalents of the lead members for leisure and the key officers should sit down with the SSP organisations and say, “You can bring the following people to the table and we’ll help co-ordinate that,” so when the SSP then pitches to individual schools, it will be able say that it will not only provide two hours of street dance, but will bring in supporting clubs and give advice on nutrition and on how to do a variety of other beneficial tasks above and beyond the obvious reasons for it to go into the school. That is about asking what more we can do to make SSPs seem much more attractive to schools and to keep sport as a priority.

On what is happening in schools at the moment, I would like to see changes in relation to two particular challenges. The first is the cost of insurance, which is an issue that I have raised in a number of debates. The majority of teachers are relatively young, and young people are very expensive to insure. We need to be able to bus pupils around in order to promote school games and take them to learn outside the traditional school environment. Many teachers are young and new recruits are getting younger, so the cost for schools—it is a burden—is incredibly expensive. I keep urging the Government to consider a national deal; schools throughout the country purchase things, so surely, as a collective with huge economies of scale, we should be able to get a better deal from the insurance industry. I encourage that.

I have been told by an inspirational local physical education teacher, Julie Lewis, about a second element in relation to insurance. In order to drive a minibus, the driver needs a certain D-class element on their licence. Julie already had that—she is of a similar age to me—so it was a relatively simple process. She just had to go to the local authority and carry out a simple test. She passed and was then able to drive the minibus. The younger teachers now have to do three days of training, which costs about £2,000, so that is another burden that the school has to weigh up: when budgets are tight, is it worth releasing teachers for three days? All too many schools like the idea of doing it, but they cannot afford it, either because of the cash or because they do not have the time to release teachers. We need to look at that.

PE teachers also face a dichotomy in relation to their priorities. Julie told me that she is extremely keen to provide after-school clubs. The children love them and embrace them, and really want to take them up. If she could offer as many sessions as she would like, they would all be full. However, she has to plan them at the same time as she should be planning her lessons, and planning her lessons to make sure that they are delivered in the correct manner is what is judged by Ofsted to determine whether she is a good PE teacher and whether the school is a good school. There is a clash; one area is being judged and rewarded, but it is as if she has to magic up a way of providing the after-school classes that might be of most benefit to the children.

I have talked to other teachers. A friend of mine worked in a challenging school in Oxford. During his first year as a qualified teacher, he was full of enthusiasm and provided a huge range of after-school sports clubs. They helped with behaviour and with tackling crime in the local area, because the children were not hanging around street corners straight after school. They were doing something constructive and positive. My friend then had the opportunity to do one-on-one tuition, for which he was paid. He could not be in two places at once. His heart said that he wanted to do his bit for the children he was there to inspire and for whom he played a positive role, but his brain said that he wanted to go on holiday and that he needed to buy a new laptop. In the end, the financial reward prevailed.

[Mr Sutcliffe]

Is there not an opportunity for national governing bodies to get coaches to help teachers do such things? One of the things that we looked at was the possibility of coaches from a wide range of different sports running after-school clubs, paid for by national governing bodies.

[Justin Tomlinson]

I absolutely agree and I will build on that point shortly.

Schools have some opportunities at present. The school Olympics principle, for example, is fuelled by next year’s Olympics, which will give us a wonderful opportunity to drive up participation, particularly because they will advertise on the television a huge variety of new sports for people to try. When I was growing up, we very much followed the television. We played football predominantly, but out came the cricket bats when the cricket was on and out came the bikes during the Tour de France, and when Wimbledon was on, the tennis rackets would come out for the three days that the British participants lasted.

I have a slight plea on this issue. It is not just about getting people to be healthy and active, although that has to be the priority. There is a chronic shortage in this country of coaches and—this is often overlooked—of volunteers. When I talk to sports clubs, they tell me that they can normally find somebody to organise things, but that they cannot find a club secretary or treasurer, or someone to sort out all the insurance.

--- Later in debate ---

[Tim Loughton]

I had better move on or I will not answer any of the hon. Gentleman’s points, but I think that there is a real poverty of ambition.

Let me return to the issue of disabled sport and the charge about the elite nature of the school games. The opportunity to take part in competitive sport is not elite; it is at four levels. It is within schools, where we want every pupil to be able to take part; it is between schools; it is at county level; and it is at national level, with the showcase of the first national championships taking place next May in the Olympic stadium, before it is even used for the Olympics. Within that, I want to see opportunities for disabled pupils. I think that the former Minister for Sport, the hon. Member for Bradford South, would probably admit that we have done very badly on encouraging disability sports in schools. If someone happens to have a disability, PE time is when they go to the library or do something else like that, which is entirely unacceptable. We are far more ambitious than that. Part of the programme for the school games is about encouraging able-bodied pupils to help to set up tournaments and to engage with children who have disabilities, so that they feel every bit as involved at every stage. There needs to be recognition of the various challenges that they will have, but those are surmountable.

[Mr Sutcliffe]

I am grateful to the Minister for giving way; I know that he has only a small amount of time left. I welcome what he is saying about disability sport. He is right about that, and I welcome his personal commitment to it, but the transport costs for disability sport outweigh the costs for able-bodied people. Has he considered those transport costs and what he needs to do to help people to get around to the different venues?

[Tim Loughton]

The hon. Gentleman raises a good point. That is why, again within the school games, we have made specific money available for promoting disability sport, resourcing the national governing bodies of sports to develop a clear competitive pathway for young disabled people, ensuring the availability of follow-on activity linked to level 3 festivals and resourcing a network of schools to develop and deliver school-centred continuing professional development for teachers as well, and to take into account all those practical difficulties.

My hon. Friend the Member for North Swindon (Justin Tomlinson), in a well informed contribution, raised a number of important and practical points about embedding sport as a way of turning round poor behaviour. We all agree with that. I do not think that there is any disagreement between us about the many-faceted contribution that sport can make. I set up in my constituency a midnight football tournament. On a Saturday evening, between 10 pm and 12 midnight, when there is not usually sporting activity, we took over a local leisure centre. I worked with the police on this. We had mostly young boys, aged 13 to 17, who otherwise would have been on the streets, getting up to no good. Instead, they were playing football against one another and against the police as well. It was a whole new dynamic. There are so many creative ways in which we can use sport to help with the problems of poor behaviour.

My hon. Friend made good, practical points about insurance and minibuses. I will certainly take those away and consider them further. I am glad that he mentioned the Troops to Teachers scheme. Those teachers will provide a different perspective. We hope that for kids who are more difficult to engage in some of the academic subjects, they will provide the role model and authority figure that is so often lacking.

My hon. Friend the Member for Carmarthen West and South Pembrokeshire (Simon Hart) mentioned CRB checks. Again, that is something that is standing in the way of ordinary decent people who want to come forward, volunteer and give their time. There is an issue about multiple CRB checks, which the Protection of Freedoms Bill will deal with. We want a common-sense level of health and safety. Things have been regulated out of sight, and we have to get back to where we should be.

We heard the comments of the hon. Member for Eltham. Again, we had the whole business about selling off school playing fields. Let us just remind ourselves that the present Government do not and the previous Governments did not sell off playing fields, because local authorities sell off playing fields. I seem to remember that in the 1990s, when these charges were flying around most of all, Conservatives ran just one council. Rather a lot of those councils were run by the Labour party, which was responsible for overseeing selling off playing fields, so people need to take their share of the responsibility.

On the question of what the Localism Act 2011 will change, there are no intentions to change the level of protection for school playing fields. That may be provided in different ways, but certainly there is no intention to reduce the level of protection as a result of the localism legislation and the planning changes.

An awful lot of red herrings have been thrown about, but the Government are absolutely committed to promoting competitive school sport and embedding it within schools, rather than just assuming that because there is additional money or there are additional co-ordinators, it will automatically happen. Clearly, according to the statistics that the hon. Member for Newcastle upon Tyne North cited herself, it has not been embedded. That is a problem that we now have to pick up. We hope that the school games will be a flagship way of ensuring that more people want to become involved in sport not just at school but outside the school gates, and that they will want to carry it on into adulthood as well. That is the most important thing that we need to achieve, for all the reasons that we have already mentioned.

The new Government’s approach to school sports has three important characteristics: decentralising power, incentivising—

Schools (Bradford)

Gerry Sutcliffe Excerpts

Tuesday 8th November 2011 Westminster Hall

[Mr David Ward (Bradford East) (LD)]

Thank you for chairing this debate, Mr Sheridan, and I thank the Minister of State, Department for Education, the hon. Member for Bognor Regis and Littlehampton (Mr Gibb), for attending. I would like to begin with a quote:

“Funding totalling £337 million has been secured after an outline business case by Bradford Council was approved by Partnership for Schools (PfS), the organisation which administers the Building Schools for the Future programme (BSF) on behalf of the Government.”

It continues:

“Kath Tunstall, Bradford Council’s strategic director for services to children and young people, said: ‘We are delighted that the final stage of the improvement programme has been given the go ahead.

We will now be able to provide the most up-to-date environment and facilities for all our secondary schools.

Bradford children will be taught in the surroundings and with the technology that their efforts deserve. This is marvellous news.’”

It did, indeed, seem to be marvellous news.

That was the lead story in the Bradford Telegraph and Argus on 7 April 2010, just one month before the general election. What a cruel deceit. It was cynical and mean. At the time, I was a governor of one of the 19 schools in phase 3 of the Bradford BFS programme, and I was pretty sure that it was all too good to be true—I think that many of us felt the same—and so it proved to be. It was an example of the sheer dishonesty of a Government who knew that they were going to lose the forthcoming election, promising the earth in the full knowledge that the new Government, of whatever political complexion, would never be able to deliver the BSF programme. It was shameful.

Unfortunately, the problems that the BSF programme was designed to remedy are still with us today. The reception year population in Bradford is increasing rapidly—in fact, we have one of the fastest-growing young populations in the whole country—which is having a severe impact on school places in our primary schools. Although, nationally, numbers in maintained nursery and state-funded primary schools started to increase in 2010, they have been increasing in Bradford since 2006.

A significant number of our primary schools are now full, particularly in the lower age groups in key stage 1, which will start to impact soon on key stage 2. To overcome the additional demand for places in primary schools, 28 schools—nearly 20% of our primary schools—have increased their published admission numbers. Do not forget that, year on year, we have already asked our schools to increase their numbers, but here we have 28 trying to respond, all in one go, to the increased demand. To accommodate the additional children, the schools have been included in a building expansion programme funded through basic need allocations. Bulge classes had previously been established, but a more permanent solution was required to help schools with their organisation, management of staff and classes, and to enable them to plan ahead. For all schools, an extensive programme of building works to provide additional accommodation incrementally over a seven-year period is required as the larger cohorts progress through the year groups.

The lack of information on capital allocations beyond 2011-12 means that the building programme has to be broken down into phases. Funding is only secured for phase 1, which will provide additional accommodation to cater for the children up to and including 2012-13. It should be pointed out, however, that a number of schools also have a backlog of maintenance issues. In phase 1, the council cannot address many of those issues due to the limitations of available capital. The figure for the backlog on repairs for primary and secondary is approximately £55 million.

Phase 2, for growing other year group capacity and beyond, will depend on available funding. Future forecasts also identify the need for further additional capacity over and above the current expansion programme. Additional problems have been caused by a reduction in pupil admission numbers at Catholic primary schools proposed by the diocese and governing bodies of voluntary aided schools. The reduction in places in certain schools and the desperate need for additional places is a double whammy. This is not simply an inner-city issue, as it is often portrayed. We are now experiencing difficulties in most areas across the Bradford district.

Although plans to provide additional capacity are in place, potential proposals and approvals of free schools in the district—of which the local authority has no knowledge at any one time—give rise to what can be described as tensions in the planning process, particularly where clear expansion programmes have begun to be delivered and there is a need to continue them through the older year groups.

[Mr Gerry Sutcliffe (Bradford South) (Lab)]

Is it not true that Bradford has taken a very pragmatic approach to free schools? The local authority and all three parties on the council have decided to support the principle. There might be arguments about each other’s schools, but free schools will be members of the family of the wider school population. However, there are issues that affect that wider school population.

[Mr Ward]

I have read some comments to that effect. They are not actually accepted in principle by the Liberal Democrat group, but I recognise the hon. Gentleman’s contribution. My point about free schools is about the difficulties they create for a strategic view of school admission numbers across the district.

We are also experiencing significant pressure in the secondary sector, particularly lower age groups. Numbers in secondary schools in Bradford started to increase in 2008 and are forecast to continue rising. As I understand it, that is against the national trend. Recent statistics on pupil projections identify state-funded secondary schools showing a decline since 2004, and they are expected to decline even further until 2016. That is not the case in Bradford.

Previously, there were plans to increase capacity at a number of secondary schools—I mentioned 19 in phase 3—through the BSF programme. However, the cessation of the BSF programme means that that route is not available. Alternative plans are being developed. The current approach, where possible—we have done this with our schools over a number of years with some success, and we have to pay tribute to the head teachers and governing bodies of schools for accommodating it—has been to request schools to admit year 7 pupil numbers above their pupil admission numbers. However, that is not a sustainable solution. It can only be done where there are gaps later up in the school years, and it soon exceeds capacity.

With the basic need allocation for the district fully committed to the expansion of primary schools at this stage, no funding has been secured to implement any plans for secondary expansions. It is estimated that, in addition to any expansions of existing schools, two further 1,000-place schools will be required in the next three to four years. Those two new secondary schools are required in Bradford in addition to the capacity potentially being introduced through known proposed free schools in the district—they are over and above. There is a tension between current place planning and proposed expansion programmes with the unknown quantity of free school places. We now have five free schools in Bradford and we do not know what will become available in the future. That creates the potential—perversely and inadvertently—to develop overprovision in certain areas.

As previously stated, we have information on capital allocations up to 2011-12 only. In the past, we had three-year allocations. The most recent announcement for capital allocations for 2011-12 was for one year only. Failure to be able to plan over a three-year period has led to considerable problems, such as the inefficient use of resources. Capital schemes have been broken down into smaller phases, which are proving more costly than larger schemes. On the ability to complete schemes on time, due to the late announcement of funding—I believe that there were big headlines in the Telegraph and Argus last week—it has proved difficult to contract and mobilise building contractors to complete programmes in time for the beginning of the new academic year. Hundreds of school days were lost recently as a result of schools opening late. On long-term planning, schools are finding it extremely challenging to plan ahead in terms of space, resources and staffing.

The only capital resource provided by the Department for Education for additional accommodation is basic need funding. That is based on the need for additional teaching space and is insufficient to deal with existing inadequacies of accommodation, or the provision of other important spaces required for the successful operation of a school—play space, dining space, space for whole-school gatherings, community space and so on. The indications from the James review are that space requirements are likely to be reduced, which is also a serious concern.

The methodology used by the Department to determine the allocation of basic need funding to authorities is based on the local 2011 school capacity and forecasting information return, which only focuses on a five-year forecast. Basic need pressure across the secondary school estate will only realistically become apparent by the end of that forecast period and will require addressing in the time frame of this funding announcement.

Bradford’s very welcome £7.4million allocation towards its basic needs will, I am afraid, be insufficient to cover the pressure on pupil places across both the primary and secondary school estate. In addition—I have referred to this—there are significant backlog maintenance requirements to bring existing accommodation up to suitable standards across Bradford’s existing school estate. Basic need funding is not provided to address this issue.

Although a new programme, the priority school building programme, was announced in July to deal with the most serious cases, only a limited number of schools in Bradford qualified to bid for that funding, given the criteria that were set. Importantly, none of the primary schools being expanded qualified, while some of the smaller primaries, as well as a smaller secondary school, Queensbury, did meet those criteria but declined to take part because of fears about the affordability of the private finance initiative deal on offer. Should the six secondary submissions to the PSBP programme—Aire Valley, Belle Vue boys’ school, Carlton Bolling, Oakbank and the two new schools—be rejected by the Department for Education, pressure on pupil places throughout the secondary estate will not be dealt with and the authority might well face difficulties in fulfilling its statutory duty.

As an aside, I can comment on one of the schools that I have mentioned, Carlton Bolling, where I am a former chair of governors. Although the backlog maintenance is only 30.71% of the total costs of a new build, the school currently has sections that are structurally unsound. In fact, some areas of the school are roped off and unusable because they are unsafe. Also bear in mind that the other schools were part of the reorganisation programme, which was when they most recently had investment, but at Carlton Bolling the previous reinvestment occurred as the result of a fire. The fire damage, however, was not to the classroom area but to the sports and dining room areas, so the heavy investment during that time was in the non-classroom parts of the school. The classroom area has not therefore received substantial investment and includes the part that I referred to as structurally unsound.

The purpose of the debate is to explain the need for support for Bradford schools, which are in dire need of capital investment, and to emphasise the scale of the issue. It is incredibly difficult to plan strategically for school places in Bradford, not simply because of the considerations that I have presented but because of the enormous difficulty faced by the council in meeting its statutory responsibility to provide the right number of school places in exactly the right areas, given the short-term capital allocations and a highly turbulent and mobile school population.

Recently, in questions to the Secretary of State, I pointed out that 60% of the children in a year 3 classroom that I had visited were not together in reception. Go to many areas, even in Bradford, and 90% of those who come into reception go on to the same secondary school. Our turbulent and mobile school population makes the dynamics of forecasting for future places very difficult. In addition, we have free schools supported in their desire to set up when and where they choose, the freedom of popular schools to expand their pupil admission numbers without having to consult their local education authority and school fears about the private finance initiative. I will welcome the Minister’s comments on such crucial issues.