Department for Education

Ian Mearns Excerpts

Tuesday 3rd July 2018 Commons Chamber

[Lucy Powell (Manchester Central) (Lab/Co-op)]

It is a pleasure to follow the hon. Member for Erewash (Maggie Throup). I thank the right hon. Member for Harlow (Robert Halfon) for securing this debate and for encouraging the rest of us on the Education Committee to seek to secure it too.

Despite earlier provocation, I am not going to talk about how we cut the cake; I want to talk about the size of the cake. I am sure that we will hear these two main arguments from the Minister later on: more money than ever is going into education; and the per-pupil numbers are protected. Ministers say that there is more money than ever, but that is never followed by the fact that we have more pupils than ever. Not only do we have significantly more pupils, but the rise in the participation age and extra support for the early years mean that pupils are in education for a lot longer than ever before.

Ministers also say that per-pupil funding has been protected, but they do not say that the costs per pupil have gone up. The maths is quite simple—I am sure that it would make the new reception curriculum—because if there are more costs, but the cash is the same, spending power will decrease. There will be less cash to spend on teachers, textbooks and all the rest. This is not about the funding formula; it is about the size of the cake, which is insufficient to meet the current costs of our education system.

For schools in particular, the lack of funding is coinciding with the teacher recruitment crisis. That is adding to the costs, because the costs of recruitment and of supply teachers are so high, but there has also been massive change. At any other time, new curriculums, new exams and new assessments would require extra investment, not less money, so a huge strain is being put on the system as a whole.

[Ian Mearns (Gateshead) (Lab)]

The argument about the size of the cake is pertinent. Almost 140,000 more children have joined the system over the past 12 months. That means 140,000 more children to eat the cake, so we need a bigger cake.

[Lucy Powell]

I thank my hon. Friend. I think the actual figure for the system as a whole is a lot higher than that.

Further education, as the right hon. Member for Harlow said, has also been starved of cash since 2010. The spending power of higher education has increased by around 25%—austerity certainly has not hit that sector—but FE has seen cuts of around the same amount at a time when it is being asked to do more. FE colleges must now undertake constant GCSE English and maths resits—we are not quite sure what the outcomes of that are when a norm-referenced statistical framework is being used, which means that so many people have to fail every year—along with delivering apprenticeships and offering new curricula. Post-16 education needs to be looked at urgently.

It is for those two reasons that we need a long-term funding settlement for education, The NHS has one, as we have already heard, but where are the voices in Government pushing the Treasury for a long-term funding settlement for education? We need a 10-year plan for education that takes account of need, of the numbers coming through the system and of the requirements of our economy not just today but tomorrow. I am afraid that is woefully lacking.

We are a bit hand to mouth at the moment. There is constant policy change, with little forecasting of budget requirements. No wonder we see this crisis in education. Ministers need to up the ante when making these arguments.

The remainder of my speech will focus on maintained nursery schools. Yes, overall funding for childcare has gone up under this Government, but who benefits? The analysis I did with the Social Market Foundation, and analyses from the Education Policy Institute, the Resolution Foundation and others, shows that the vast majority of the extra money the Government are putting into early years is going to top earners—in fact, 75% of the extra £6 billion is going to top earners—which is changing the social mobility arguments and tipping them the other way.

We know that the early years matter, because the single biggest indicator of how well a child will do in their GCSEs is still their development level at the age of five. Children from more affluent backgrounds hear over 30 million more words by the age of three than those from less advantaged backgrounds. Children from more disadvantaged backgrounds are twice as likely not to reach early learning goals at the age of five. The evidence is clear about quality early education.

As we heard on the “Today” programme this morning—the Minister was on the programme, and he made some of these arguments himself—our maintained nursery schools are the jewel in the crown of social mobility, but this is now becoming urgent. We cannot wait for the comprehensive spending review to secure the funding. Maintained nursery schools were offered three years’ transitional funding nearly two years ago, and the CSR will not be for another year, by which time those nurseries will be right at the cliff edge. Maintained nursery schools are disappearing now, so we have to get this sorted, and sorted fast.

I gently say to Ministers, who I know are personally committed to these agendas, that we will support them if they want to get out there and be a bit more bolshie—or should I say macho?—in pressing the Treasury for extra funding. If they are not careful, to use another metaphor, the macho tanks of the Secretary of State for Defence and of other Departments will be parked firmly on the lawn of the Treasury while Education Ministers politely put their hands up at the back of the class.

[Jack Brereton (Stoke-on-Trent South) (Con)]

It is a pleasure to follow the hon. Member for Manchester Central (Lucy Powell) and other colleagues who have made thoughtful contributions and to add my voice to this important debate. I disagree with the hon. Lady’s cake analogy, because funding is, of course, allocated on a per pupil basis. The more pupils a school has, the more funding it will receive.

“Stoke-on-Trent is leading the way in innovative practice…a city with so much to offer, but too many children and young people leave school on the back foot, and do not have the skills and tools required to access the opportunities on their doorstep.”

Those are not my words, but the words of the Secretary of State for Education in the delivery plan for the Stoke-on-Trent opportunity area, 2017 to 2020. He is right, and the work going on in the city is a welcome line of spending from his Department.

It is an important line of spending for a number of reasons. First, the opportunity area does much to leverage partnership funding, volunteering and expertise, both from national organisations and local stakeholders. Secondly, it embeds national policy in a particular local context or, seen another way, it embeds particular local priorities in the context of national policy. Thirdly, it enables workstreams locally that will be of national benefit by further raising the skills and productivity of a city that is on the up, with a resurgent ceramics industry and a wider creative and advanced manufacturing economy.

[Ian Mearns]

The hon. Gentleman is speaking eloquently about the benefits of having an opportunity area in the Stoke-on-Trent area. Does he not find it surprising that Her Majesty’s Government have seen fit not to have a single opportunity area in the north-east?

[Jack Brereton]

The hon. Gentleman should take that up with the Government. My area is certainly not one that has been traditionally Conservative. I am the first Conservative MP to represent my area in 82 years, so there are challenges to any suggestion that these opportunity areas are just being allocated to Conservative areas.

As I was saying, that resurgence is firing up the need for an increased number of skilled, roundly educated workers. Like many towns and cities outside London, ours needs not only to improve our rates of educational attainment, but to retain educated graduates and skilled workers, who are too often lured to the larger more metropolitan cities. Essential to that is more effectively bridging the gap between education and the economy, ensuring that our young people have the right skills for the job opportunities available locally. Critically, in Stoke-on-Trent this must be about raising aspirations, with our entire city focused on ensuring all our young people are able to and have inclination to reach their full potential.

Although school standards and results in Stoke-on-Trent are on an upward trajectory, and we have seen vast improvements in most recent years, we still need to go further to ensure that all our schools and children are able to access the quality of education they deserve. Many of the problems we are having to reverse in Stoke-on-Trent are deep-seated and long-standing. As recently as December 2016, nearly half of all learners in secondary education across the city were in schools judged by Ofsted to be less than good. At key stage 2, Stoke-on-Trent’s children are behind the national average in reading, writing, maths and science. Thankfully, this picture has now started to improve and we have seen a number of these schools make significant progress over the past two years. I am especially pleased that the schools in Stoke-on-Trent will benefit from reform of the funding formula, addressing long-standing inequalities in the old formula, but I agree with my hon. Friend the Member for Horsham (Jeremy Quin) about the high-needs block.

All the secondary schools across my constituency are now improving, and I hope that will be further demonstrated in the results in August. A vital part of achieving that is having high standards of teaching and leadership in our schools. For teachers to be their best we must liberate them to teach, rather than saddle them with unnecessary burdens. I was pleased to welcome the Minister for School Standards to Stoke-on-Trent South to talk to primary heads and deputies recently about reducing unnecessary teacher workloads. We heard examples of outstanding practice taking place in Stoke-on-Trent, and I know the Minister was impressed by the teachers he met.

For our young people, careers advice is also crucial to broadening horizons to both academic or vocational routes. So it is welcome that the Careers & Enterprise Company is working to ensure that every secondary school and post-16 provider in Stoke-on-Trent will have access to an enterprise adviser. We are talking about senior figures from business volunteering their time in schools, and a share of £2 million investment, so that every secondary school pupil has access to at least four high-quality business encounters.

I am also delighted to say that recent efforts to increase applications to Oxford and Cambridge from A-Level students in Stoke-on-Trent seem to be working. I was particularly pleased to see the work done at Ormiston Sir Stanley Mathews Academy recently, with the brilliant club scholars programme to widen access to the top universities and push our children to achieve their best. By getting our educational base right, we can open up new possibilities, especially for children from deprived backgrounds. Important in that is the engagement of organisations such as Young Enterprise and the National Citizen Service with the opportunity area.