Relationship Education in Schools

Huw Merriman Excerpts

Tuesday 16th July 2019 Commons Chamber

[Nick Gibb]

Yes, we do support that pledge, and, as I have said, we will support schools that decide to teach children to understand the importance of difference. That is a fundamental part of our statutory guidance, which was passed by this House.

[Huw Merriman (Bexhill and Battle) (Con)]

I find it somewhat disappointing that most of the ire has been focused on the Government—who have updated the relationship guidance—and not solely on the people who protest outside schools, doing their best to deprive young people of their ability to make their choices, and harassing great teachers and headteachers and putting them under pressure. If the protesters do not desist, and if the Minister is not going to make the guidance prescriptive, which would render the protests fruitless, will he consider introducing exclusion zones around the schools so that those protests cannot bear any fruit?

Oral Answers to Questions

Huw Merriman Excerpts

Monday 24th June 2019 Commons Chamber

[Nick Gibb]

My hon. Friend is absolutely right, and I pay tribute to her for her interest and passion for educational standards in her constituency. She will be aware that, compared with 2017-18, per pupil funding in Medway is going up by 3.4% and in Kent by 6%. On top of the national funding formula, Medway will receive £12 million and Kent £57.7 million in pupil premium funding.

[Huw Merriman (Bexhill and Battle) (Con)]

I add my congratulations to you, Mr Speaker. I hope that you get your testimonial.

Broad Oak School in my constituency is under threat of closure. It is heavily dependent on its pupil ratio, but the number of pupils it has is down by about 60%. The wider area is down by 20%. What more can the Department do to encourage local authorities to make sure that we build the homes in the areas where we have falling rolls at schools?

[Nick Gibb]

Of course, we have a presumption against the closure of small rural schools. Closing a school is a very difficult decision to take, but my hon. Friend is right. This is a Government who are committed to ensuring that young people can get on to the housing ladder and, because we have a strong economy and a determination to build those houses, we hope that young people will have the homes that they need.

Education

Huw Merriman Excerpts

Thursday 21st March 2019 Ministerial Corrections

The following is an extract from Questions to the Secretary of State for Education on 4 February 2019.

[Huw Merriman (Bexhill and Battle) (Con)]

Two of my childcare providers have closed, citing the requirement to pay business rates as the final nail for them. In Scotland and Wales, private childcare providers are not charged business rates. Will the Minister look to see what can be done, because it surely cannot be right that we tax space which is beautiful for young people to grow and be nurtured in?

[Nadhim Zahawi]

To my knowledge, two local authorities have done the same thing in England, and I urge other local authorities to look into what they can do to help childcare providers to cope with business rates.

[Official Report, 4 February 2019, Vol. 654, c. 17.]

Letter of correction from the Under-Secretary of State for Education, the hon. Member for Stratford-on-Avon (Nadhim Zahawi):

An error has been identified in the response I gave to my hon. Friend the Member for Bexhill and Battle (Huw Merriman).

The correct response should have been:

Education

Huw Merriman Excerpts

Wednesday 20th March 2019 Commons Chamber

[Huw Merriman (Bexhill and Battle) (Con)]

Although I have some reservations, which I will discuss, I warmly welcome the new guidance for the introduction of compulsory health, sex and relationships education. Of course, many schools already deliver the full suite of guidance to their pupils. These regulations will ensure that all do so.

Growing up is hard. The internet and social media can make it a cruel place. In my time at school, bullying was rife and the home was a place of refuge. With the online and social media world, there is no escape. We have to reinforce to young people that online activity can be a weapon. Knives cause physical violence; cyber-abuse causes mental violence. The results can be equally devastating. Lives are destroyed, and lives have been lost. We must ensure that our schools are getting the message across. I therefore welcome the focus on mental health and wellbeing, relationships and sex education, and the need to think of the feelings and sensitivities of others. I welcome the coverage afforded to issues such as discrimination, forced marriage, domestic and sexual violence, and addictions, and the emphasis on the need to have respect for oneself and every other person in class and celebrate differences.

There are a few areas on which I seek reassurance from the Front Bench. First, I disagree that parents of secondary school age children should be able to take pupils out of sex education classes. Quite frankly, young people who fall into that category probably need even more attention, because they are unlikely to be discussing these issues at home. I am pleased that the new curriculum will give a 15-year-old the right to opt in, thus taking the matter from the parent, but it concerns me that by this time there may not be time to get sufficient sex education classes, particularly with GCSEs being taken. I would like some reassurance that the entire sex education component will be covered in that shortened window.

Secondly, teacher workloads are increasing. When speaking on this matter before, I called for room to be found for a sex education and relationships curriculum, in preference to adding to existing workloads. I would like an assurance from the Minister as to how this education will occur. If the answer is that a large amount of time will not be taken, that in itself would be of concern to me, because I believe that the wellbeing of our young people requires that investment in time.

Thirdly, I understand the need to allow schools themselves to develop content, and I believe that it is often best when teachers use their own authentic approach and style to communicate these messages. However, I am concerned that schools will be put under pressure from parents to tone down the content or eradicate parts altogether. We have witnessed scenes where some in the Muslim community have put pressure on schools. Parkfield Community School has been the scene of weekly protests over lessons covering LGBT issues. The school is rated “outstanding” by Ofsted, which praises its record of promoting tolerance, acceptance and mutual respect. The school has now said that it will cease to teach its course until a resolution has been reached. That is absolutely appalling.

[Liam Byrne]

Will the hon. Gentleman give way?

[Huw Merriman]

No, I will not.

The resolution should have been a public spaces order ban on the protesters and fines for the parents who withdrew their children from school.

[Liam Byrne]

I am the local Member.

[Huw Merriman]

I will give way on that basis. I beg the right hon. Gentleman’s pardon.

[Liam Byrne]

That is not what Parkfield School has done. It has agreed to go into dialogue with parents to ensure that the Equality Act is taught. That is the fact of the position.

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[Huw Merriman]

I am happy to take that correction, but as I looked through the reports, I saw that the content on that specific area had been taken down, and I felt that that was absolutely appalling. I will correct that if it turns out not to be the case, but the reality is that we have seen those weekly protests of people carrying—

[Liam Byrne]

rose—

[Huw Merriman]

Please let me continue. We have seen those weekly protests of people carrying placards, which has been a disgrace. I have a right to call that out, just as the right hon. Gentleman obviously has a right to comment as the local Member.

[Liam Byrne]

Let me correct the hon. Gentleman on a point of substance. The long-term curriculum plan of the school was set at the beginning of the year, and that is what the school continues to deliver. Of course the protests are unacceptable in terms of some of the abuse that has been hurled, and he is right to call that out, but I ask him please not to muddy this sensitive issue with facts that are incorrect.

[Huw Merriman]

I stand corrected, but I also stand by the point that content in a particular course had been taken down—I mentioned the reports—until this had been resolved, and I find that absolutely appalling.

[Liam Byrne]

indicated dissent.

[Huw Merriman]

Obviously the right hon. Gentleman is entitled to his opinion, but I ask him please to accept that in Parliament I am entitled to one, too.

This issue demonstrates to me that it is vital that schools feel supported by Government and MPs. We need to send a message out today that while schools have the choice on content, every school must deliver it, without exception. I would like a reassurance that we will ensure that there cannot be another Parkfield, and that the Government will insert their own content should it be found wanting.

These reservations should be put into context. Overall, this step forward is absolutely superb. We have moved on. I am really proud to be standing here and helping to deliver this initiative.

[Several hon. Members rose—]

Oral Answers to Questions

Huw Merriman Excerpts

Monday 11th March 2019 Commons Chamber

[Nick Gibb]

As I say, we are spending record amounts on our schools and we have special provision within the national funding formula to help rural, small schools in particular. There is an extra £25 million to ensure that those schools can support themselves and there is a fixed sum for every school of £110,000, but I will meet the hon. Lady and her headteachers to discuss her schools’ particular concerns.

[Huw Merriman (Bexhill and Battle) (Con)]

On Friday, I was one of 3.5 million parents who received a letter from their school concerned that costs are outstripping funding. I was threatened with detention unless I asked the Secretary of State this: when it comes to more funding—and I hope that there will be more funding—will he ensure that it goes to those areas that are currently the lowest-funded counties?

[Damian Hinds]

Come the spending review, we will of course be looking at funding for education alongside other Departments. Funding for education is vital for our society and the productivity in our economy, and of course, we need to continue to look at how that is distributed through the national funding formula and to consider aspects such as rurality as part of that.

Special Educational Needs and Disabilities Funding

Huw Merriman Excerpts

Tuesday 12th February 2019 Westminster Hall

[Huw Merriman (Bexhill and Battle) (Con)]

I congratulate the right hon. Member for Twickenham (Sir Vince Cable) on securing this important debate. In my three minutes, I will touch on school funding, school choices and another area that I passionately support.

On school funding, I ask the Minister to focus particularly on recent changes to the allocations between school block, early years block and high needs block. Previously, it was a notional figure that could be switched across blocks, and now the limit is just 0.5%. I am concerned about the knock-on effect, as it creates a perverse incentive for mainstream schools to see children moved out of mainstream into specialist schools. Previously, they would have complained that they would be salami-sliced and would have to pay for that—now, they would not have to. I ask the Minister if it would be possible to see data on whether that is actually forcing more young people out of mainstream into specialist schools. Mainstream should be where we start. It is where these young people will return to after they have finished school, in their communities and workplace. Anything that creates an incentive away from that is a concern to me.

[Alex Chalk (Cheltenham) (Con)]

Balcarras School in my constituency takes a number of SEND children—more than 20—yet because of a quirk of the system that means it has to pay the first £6,000, it is disincentivised from doing the right thing. Does my hon. Friend agree that it would be helpful if the Government looked constructively at changing that funding arrangement?

[Huw Merriman]

I do indeed. My constituents living in east Sussex are less likely to be in a maintained mainstream school than children living in any other county around us, so I absolutely agree. The difficulty is that we have received a 3% real-terms cut to school funding in my constituency of Bexhill and Battle. We are at 4,334, whereas the figure is 5,157 in Birmingham, Edgbaston, and 5,123 in Nottingham North. I am afraid that my constituents are worse off living in my constituency. I have some fantastic primary schools that do an amazing job with young pupils with EHCPs, but in reality they are now reaching into a deficit. If it costs an extra £8,000 to £10,000 for those schools to educate those pupils, the incentive is moving away from their doing so.

On school choice, I absolutely support the belief that mainstream is best, but I am very concerned that my constituents are reporting that they almost have to fail in a mainstream in order to get to the school of their choice. As I think has been touched on, there is real difficulty in having a system in which the local authority is incentivised financially to put the child in a mainstream school, the mainstream school is incentivised financially to put them in a specialist school, and independent schools are incentivised to have the pupil in that particular setting. It is no wonder that we end up in a tribunal system as a result. Surely through reform we could have more independent assessment at the very outset, perhaps more informally, rather than waiting for a tribunal.

Finally, I am grateful to the Department for Education for accepting the recommendations of “Autism and education in England 2017”, the report of an inquiry that I co-chaired last year. We made some recommendations, and the Government have listened and announced that they will extend the autism strategy to young pupils in education. That is a great step forward—it is all about the training of staff. My last ask is whether it is possible for every new specialist school to be built within a mainstream perimeter, rather than having the apartheid system that we have at the moment.

Oral Answers to Questions

Huw Merriman Excerpts

Monday 4th February 2019 Commons Chamber

[Nadhim Zahawi]

I will happily meet the hon. Lady, and even join her, if my diary permits, to have a look at that work. I have seen many local authorities throughout the country deliver outreach programmes to the most disadvantaged families, who actually do not necessarily tend to come into bricks-and-mortar buildings. There are models that deliver a better outcome for those families than just investing in bricks and mortar.

[Huw Merriman (Bexhill and Battle) (Con)]

Two of my childcare providers have closed, citing the requirement to pay business rates as the final nail for them. In Scotland and Wales, private childcare providers are not charged business rates. Will the Minister look to see what can be done, because it surely cannot be right that we tax space which is beautiful for young people to grow and be nurtured in?

[Nadhim Zahawi]

To my knowledge, two local authorities have done the same thing in England, and I urge other local authorities to look into what they can do to help childcare providers to cope with business rates.[Official Report, 21 March 2019, Vol. 656, c. 9MC.]

Education Funding

Huw Merriman Excerpts

Tuesday 13th November 2018 Commons Chamber

[Angela Rayner]

My hon. Friend makes a very important point. I will come on to that, but he is absolutely right to say that adult education and further education have been the most cut and have faced the most severe difficulties since this Government came to power.

[Huw Merriman (Bexhill and Battle) (Con)]

I appreciate what the hon. Lady is saying, but she is pointing towards giving schools a lot more funding. How much more would she put in and how would it be funded in terms of parents of pupils paying greater taxes? Surely we should be transparent. Everyone should know.

[Angela Rayner]

At the general election, we had costings in our manifesto. The Conservative party made no costings and said nothing about the bung they were going to give the Democratic Unionist party to prop up their Government. We have said quite clearly that we are at a time when we need to invest in our education system. As we leave the European Union, our constituents expect us to invest in the vital skills we need. We said we would pay for that by reversing the big corporation tax cuts that were given away by the Conservatives. We fully costed it: 95% of UK taxpayers would not pay a penny more, but those at the top would pay a little bit extra. [Interruption.] This is a very important point and Members should listen. Businesses up and down the UK say they need the skills for their workforce. We have to provide a world-class education system that will provide the skills our future economy needs to do well.

--- Later in debate ---

[Damian Hinds]

We want all people, whatever their background and whatever extra challenges they face, to be able to benefit from all that education, including higher education, has to offer. That is one reason why the Universities Minister, my hon. Friend the Member for East Surrey (Mr Gyimah), works closely with universities to ensure that, and why more than £800 million a year is spent on access and participation arrangements to ensure that access to universities is as wide as possible.

I was speaking about the expansion of the school estate. If hon. Members will forgive me, I will repeat myself. By the end of the decade, we will have created 1 million new places—the biggest expansion in school capacity for at least two generations, in contrast with the reductions I am afraid we saw under the Labour party. The latest data show that there is now less school overcrowding than when we came into government in 2010. The remarkable success of schools is of course thanks to the hard work and dedication of teachers and school leaders—and, let me add, of everyone else who plays a key role, such as school staff, parent teacher associations, governors and trustees.

I recognise that the Government and society ask more of schools than ever before, so I want to take the opportunity to set out the record investment we are making in schools. In the Budget, as well as hundreds of millions of pounds for reforms to apprenticeships, T-levels, the national retraining scheme and children’s social care, there was £400 million in additional capital funding for schools this year. That is additional in-year funding for schools to spend on capital projects to support their own priorities. An average-sized primary school will receive £10,000, and an average-sized secondary school will receive £50,000.

[Huw Merriman]

It is important that Government Members talk up our record. A fifth secondary school in my constituency has just been rated good—they are now all good or outstanding. That school had a vast injection of money into its capital budget to help make it a good school. We should talk up our record rather than listening to the Opposition.

[Damian Hinds]

My hon. Friend is absolutely correct. I commend and pay tribute to the teachers and leaders in the schools in his constituency, and to him for the work he does with them.

--- Later in debate ---

[Huw Merriman]

Will the hon. Gentleman give way?

[Gareth Snell]

No, because that would take up time and I am sure there are plenty of others who wish to speak.

I cannot go into those schools and justify a tax cut for the wealthiest 10%, while at the same time my schools are going short of provisions. The £10,000 the Chancellor announced for little extras will not go towards closing their budget deficits or towards the provisions they need. It is a disgraceful attack on those schools and their resources.

The Education Secretary looks puzzled by that, but that is the policy of the Government he supports. When I speak to headteachers in my constituency I make it very clear that if they want to see real education funding reform they will not get it from this Government. The Government are simply trying to rig the system to support schools in their constituencies, while cities like mine suffer further. [Interruption.] The Education Secretary asks me what I suggest. What I am suggesting is what I have just said. The funding formula is being re-engineered to move provisions away from areas of deprivation, in cities such as Stoke-on-Trent, towards areas with lower levels of deprivation to placate the electorate in those areas. The hon. Member for South Suffolk said that he knows policies change depending on which electorate they need to placate. That is happening with school budgets. That is why Stoke-on-Trent schools will lose money, while schools in other parts of the country will gain money despite the fact that Stoke-on-Trent ranks 14th for deprivation. [Interruption.] The Parliamentary Private Secretary, the hon. Member for Stoke-on-Trent South (Jack Brereton), is shaking his head. He is an MP for the city I represent—

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[Huw Merriman (Bexhill and Battle) (Con)]

It is a pleasure to contribute to this debate. I do my best to ensure that I always contribute to debates on school funding and the success of our schools and education sector.

I make this contribution off the back of spending a week—the same week as my party conference in Birmingham—visiting 20 of the schools in my constituency and giving presentations about what goes on in this place, the role of an MP, democracy and how it has evolved over the years, and some of the campaigns I am focused on, including on school funding. The pupils I met were so full of life. They are like sponges—they want to soak up everything they are taught. They are taught by outstanding teachers who work incredibly hard. The heads and senior leaders of those schools undoubtedly face a lot of pressures, yet still manage to motivate their pupils to be the best they can. I salute not just those 20 schools in my constituency, but all the schools in the country that do exactly the same. I will always have their back by ensuring that we give them the best we possibly can.

Having heard from the Opposition, let me say that we must give credit where credit is due as far as the past eight years are concerned. The fact that 1.9 million more pupils are in good or outstanding schools is testimony to not just the work that the Government are doing, but the schools themselves. It is the schools that have turned themselves around. I am very proud that all my local secondary schools are at that level, and doing incredibly well. Moreover, a record number of pupils are going to university and doing the best that they can.

The statistics are there. UK Government expenditure is 3.8% of GDP. In France the figure is 3.4%, in the United States it is 3.2%, and in Germany it is 2.6%. While there is more to be done, I think that the Opposition would have more credibility if they recognised those statistics and thought about how they could be built on, rather than trying to take them apart.

Funding has risen by record levels—it has increased from £41 billion, and soon it will be £43 billion. I have lobbied strongly for fair funding in my constituency. We were able to receive an extra 5% for our schools, and I am very grateful for that. However, we are still seeing unfairness in the system. The hon. Member for Stoke-on-Trent Central (Gareth Snell) spoke of funds being removed, as he put it. I ask him to look at the position from my perspective. Schools in my constituency will receive far less than those in his constituency, just as a starting point. That is before we take account of additional measures such as the pupil premium—before we consider the individual pupil. Why should students be worse off at the starting point just because they happen to go to school in East Sussex? This has been going on for decades, and it is just not fair—[Interruption.] Opposition Members should put themselves in my position, and see the situation as I do. It is not fair at all.

I absolutely support fair funding. Every single pupil, no matter where they go to school, should receive the same level of funding as the starting point, before further amounts are layered on as appropriate. Pupils come from Hastings, the most deprived town in the south-east, to schools in my constituency. They face challenges and difficulties, but they do not take the deprivation issues from Hastings. Of course I expect other Members to stand up for the schools in their constituencies, but they can imagine why I am doing exactly the same. I am pleased that the secondary school allocation for East Sussex is to rise from £4,300 per pupil to £4,800, but I shall continue to speak in this way until we have parity at the starting point.

In the couple of minutes remaining to me, I want to touch on a few issues that I have picked up from my visits to 20 schools a month ago. One is teachers’ pay. I lobbied heavily for extra money to be provided outside the schools budget, and I was delighted that the bulk of the pay rises will be funded outside it. However, I think that if a school spends 80% of its budget on staffing costs, it is fair enough to expect it to contribute something towards that, hence the 1%.

I believe that leaders should be paid to lead. I have talked about the challenges for heads and senior leaders. I do not think that a 2% rise on the upper spine and a 1.5% rise on the leadership spine reward what is a very challenging leadership role, and I think that they should be given more. On this point, I take issue again with the hon. Member for Stoke-on-Trent Central. I am sure that he would, like me, campaign for those headteachers to get a larger pay rise, but at the same time he is campaigning and voting against their receiving an extra £860 in the form of the increase in the tax allowance. For him to attack my hon. Friend the Member for Stoke-on-Trent South (Jack Brereton), who has actually given the headteachers that pay rise—the average headteacher pay is £68,000—strikes me as somewhat perverse. However, I would like the Government to look at pay, particularly at the senior levels.

Pre-school funding is also of great concern to me. I have lost a further two pre-schools in my constituency. Business rates are an issue, as are the national living wage and the fact that the hourly rate is not high enough to meet their costs. I recognise the £6 billion that the Government have provided for pre-schools, but I think they need to go that bit further and fund fully. That would be a successful policy.

Again, I salute my schools, their heads, and, indeed, the ministerial team, who have made my local schools good and outstanding.

Department for Education

Huw Merriman Excerpts

Tuesday 3rd July 2018 Commons Chamber

[Huw Merriman (Bexhill and Battle) (Con)]

It is an honour to follow the right hon. Member for Wolverhampton South East (Mr McFadden).

I thank my right hon. Friend the Member for Harlow (Robert Halfon) for leading us through this very important debate. It is a pleasure to speak, because, as the son of not just a teacher, but a trade union steward of the NASUWT, I promised my mother that I would speak often on the subject of education, perhaps to make up somewhat for the disappointment of my becoming a Conservative MP. I will continue to speak up, and hopefully I will win her round eventually.

I am particularly proud of this Government’s record. Yes, we have issues with regard to funding, and I will touch on them in the minutes that I have available. The reality is that 86% of our schools are now good or outstanding, and that is the absolute acid test for how our schools are doing. That figure has gone up from 66%. Regardless of political views, some credit for that rise should be given to the Department as well as to the teachers, the heads and indeed the pupils of all those schools that have excelled in recent years. I do hope that the Opposition will take that in a spirit of fairness.

I want to thank all the teachers. I am sure that all MPs will understand when I say that going into a school gives me an enormous lift. On Friday, I went into Robertsbridge comprehensive school in my constituency, having had a particularly bruising week. The reality was, however, that the pupils did not really give a stuff about what had happened to me. All they cared about was what will happen to them in their future. Their optimism, their positivity and their belief that they can and will take on the world must surely rub off on all of us as constituency MPs, and, hopefully, make us work harder for them in this Chamber.

I want to touch on early years, primary school, secondary school and then sixth form if time permits. I am very proud that the £6 billion spent on childcare is giving parents an opportunity to provide for and to give back to their children. I speak to many nursery providers and to the parents who use the nurseries. Undoubtedly, the feedback is really positive in terms of take-up and indeed in the way that things are working out. I am sure that, like many constituency MPs, I speak to many providers who do feel that the cost is a bit of a stretch. Issues such as business rates could be considered and will provide a welcome boost to them. I am pleased that the Government are committed to looking at this space and, now that the 30 hours has been rolled out, to what more needs to be done. None the less, it is a very successful policy, which perhaps needs a bit of tweaking to make it an absolute success.

I have many rural primary schools in my constituency, and this is an area where the funding formula really needs to be looked at. At one of my schools, 69% of the pupils come from Hastings, which, as a particularly deprived area, has more money allocated to its schools, but those pupils from that deprived area go to a rural school, which does not get that same funding level. The school gets the pupil premium, but not the additional deprivation level. Every constituency MP wants more for their schools. In East Sussex, £4,500 is spent on each pupil at secondary level; in Hackney, that figure is nearer to £7,000. There should be one fixed amount across the entire country, and then we add on the extras, rather than doubling the amount.

I would like to see a better planning process, so that in areas where, clearly, there are falling rolls, pressure is on the local authority to build more houses. In one particular town, there is no building planned, yet it is the only part of my constituency in which there are falling rolls. The planning process needs to change to reflect that.

At the secondary school level, I am very fortunate in having two outstanding secondary schools and three good schools. Formerly, one was not good. That is testament to the work that has gone into that school. All of the headteachers deserve great credit.

I have asked the Chancellor and the Department for Education team whether it would be possible for the well-deserved pay rise for teachers to be funded outside of the education budget. There is no point in us fighting so hard and being so grateful to get that extra £1.3 billion for our schools, only to find that it is taken out in pay rises because about 80% to 90% of the schools budget is spent on pay. I very much hope that the Exchequer will look at that situation.

Before I sit down, I will briefly mention sixth forms. There is only one sixth form within a school in my constituency. The other four schools do not offer sixth form, but there is a sixth-form college. I would like there to be more sixth forms within schools so that my students do not have to travel further afield, but the reality is that funding at the sixth-form level is 10% lower than at secondary place level, and it was 50% higher 20 years ago. This is holding schools back from expanding, which is a shame because it is good for students to stay in the school that has nurtured them.

The Government are doing a fine job. I recognise that more funding has gone in than ever before, but I also recognise the point made by schools that costs have never been higher, which is why I would like to see a little more funding.

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[Nick Gibb]

I should point out that special educational needs funding is rising from £5 billion in 2013 to £6 billion this year. The statistics that the hon. Gentleman referred to in his speech—the exclusion figures—will be published on 19 July in the usual way, as we do every year.

I wish to point out—

[Huw Merriman]

rose—

[Nick Gibb]

I will not take any interventions for the moment, if my hon. Friend will forgive me.

In addition to the funding distributed through the NFF, eligible pupils will also attract the pupil premium, which has a specific focus on raising the attainment of pupils from disadvantaged backgrounds—we are talking about £2.4 billion this year. As a result, the attainment gap between disadvantaged pupils and their peers has closed by 10%, and standards are rising in our schools.

Our focus on phonics has transformed the way reading is taught in our primary schools. When we introduced the phonics screening check in 2012, just 58% of the six-year-olds taking the test reached the expected standard. Last year, that 58% had risen to 81%. However, we need to go further to ensure that every primary school is using the best approach to teaching reading. That is why we have funded phonics roadshows and why we are rolling out English hubs across the country to promote, and train schools in, the use of systematic synthetic phonics in the teaching of reading. We want every child in every primary school to be a fluent reader.

Oral Answers to Questions

Huw Merriman Excerpts

Monday 25th June 2018 Commons Chamber

[Nick Gibb]

This Government take mental health very seriously. Some 84% of secondary schools have a counsellor to help children deal with mental health issues and stress, and we have unveiled our Green Paper, whereby we intend to improve mental health support for young people in our schools, including by having a designated senior mental health lead in every school in the country.

[Huw Merriman (Bexhill and Battle) (Con)]

The teachers I meet in my constituency want to use more of their judgment and to reduce their assessment workload. Will the new goals for four to five-year-olds achieve on both fronts?

[Nick Gibb]

We are introducing a baseline assessment so that we can measure the progress that all pupils make in their time at primary school, and that will be based very much on assessment and observation.