Oral Answers to Questions

James Frith Excerpts

Monday 11th March 2019 Commons Chamber

[Anne Milton]

Like for like comparisons are not always appropriate, because both systems contain different elements. I am very aware of the campaign going on—the Association of Colleges and the Sixth Form Colleges Association have been doing a very good job. I need no persuasion to champion the cause of FE colleges, which have extremely complex courses to deliver and do a fantastic job. We need to get the right balance between schools and colleges. It is the case that colleges are dependent on the educational attainment of those who come in at 16, so that part of the sector matters as well.

[James Frith (Bury North) (Lab)]

The new times tables tests for year 4 come in soon. The test is taken using a machine. Martin, a dad of a boy with autism in Bury, is concerned that not enough provision is being made, or at least communicated to our schools as to what reasonable adjustment can be made. What provision is being made for our students who are anxious learners? Does the Minister agree that children with special educational needs and disabilities need the time and allowances to ensure that their circumstances can be managed?

[The Minister for School Standards (Nick Gibb)]

The Standards and Testing Agency has a protocol in place for adjustments to be made for children with special educational needs. We have piloted a roll-out of the multiplication tables check over the past couple of years. We are rolling it out voluntarily this year and it will be compulsory next year.

School Funding

James Frith Excerpts

Monday 4th March 2019 Westminster Hall

[James Frith (Bury North) (Lab)]

It is a pleasure to serve under your chairmanship, Sir David. I congratulate my hon. Friend the Member for Blaydon (Liz Twist) on introducing this important debate.

I would like to focus in detail on one consequence of school underfunding for an inclusive education system. Rising demand for specialist provision in mainstream schooling, which is already facing an undue burden from cuts, is resulting in a two-tier education system and in the disappearance of the different and the disabled from our mainstream schools. Parents across Bury all too frequently share heart-wrenching stories of their struggles—often years long—to get the support that is needed for their children with special educational needs and disabilities in the mainstream school system. That failure is sponsored by Government direction, budget cuts and the narrowing field in which we judge our children to have succeeded.

In our inquiry into SEND, the Education Committee has uncovered a crisis. Parents are forced to fight with schools and local authorities through tribunals, often at great emotional and financial cost to their families, to secure the specialist provision needed to ensure that their daughter or son fulfils their potential.

[Marsha De Cordova (Battersea) (Lab)]

My hon. Friend mentions children who have special educational needs or are disabled. In many instances, children with higher needs have actually been removed from mainstream schools and moved into a separate education system in which they are not getting the support that they require.

[James Frith]

I absolutely agree. It seems to me that in the education system, we ignore everything that we would deem important when using the word “special” in any other context. Enhanced provision, accurate service, more rather than less attention—in education, those things are just not happening for those with special educational needs.

The Institute for Fiscal Studies has concluded that between 2010 and 2018, total school spending per pupil fell by 8% in real terms. The National Audit Office says that schools will need to make efficiency savings of £3 billion by 2020—8% of the total schools budget. Ever-tightening school budgets are forcing schools to make difficult and often short-term decisions about lower-level preventive SEND support that would meet the needs of many children without the need for statutory plans and interventions. The failure in mainstream specialist provision creates a perverse incentive to push for education, health and care plans: 320,000 children and young people had EHC plans last year, which represents an increase of 35% since 2014. Schools have to find the first £6,000 for the additional support needed—yet another burden on their budgets.

The Local Government Association has warned of a £500 million SEND funding gap for 2018-19, which is set to increase to £1.6 billion by 2021. Local authorities have stated in evidence to the Education Committee that spending their already limited budget on facing down the legal challenges at increasing numbers of education tribunals is politically and practically more palatable than funding mainstream schooling better in the first place, even though that would be a preventive measure. When appeals go to tribunal, 90% of decisions are found in favour of parents. The number of cases going to tribunal has increased year on year since 2014, at an average cost of £6,000—70 million quid overall. That money would be better spent on improving SEND provision, instead of on the “crisis first, crisis only” provision that there is under this Government.

At every stage of the Government’s education system, we can see the Tory-touted promise of opportunity becoming wasted opportunity. Nursery providers are being forced to ask parents for money. Schools are riddled with asbestos and face a £100 million shortfall. Capital funding has disappeared. Teacher recruitment and retention are at crisis point. College funding is stagnating. Lifelong learning budgets have been gutted by 32% this decade.

I say to the Government: spend more upstream in mainstream. Instead of just increasing the budget, move the money upstream, reach into the system and enable the simple change of frame that is required. Our country deserves a world-class education service for all, from nursery to university and lifelong learning— one where every child matters, can fulfil their potential and take advantage of a lifelong education system that is based on inclusivity and difference, and repeated opportunities.

--- Later in debate ---

[Mike Kane]

Forgive me; the hon. Member for Worthing West (Sir Peter Bottomley), too. We know that that authority is having to cut—let me get my figures accurate—£8.9 million from the schools in their patches between 2015 and 2020. The hon. Member for Southampton, Itchen (Royston Smith) spoke well about Southampton losing £4.9 million over the same period. The hon. Member for South Suffolk (James Cartlidge), my footballing partner, spoke of Suffolk losing £7.8 million over that period.

The hon. Member for Hazel Grove (Mr Wragg) spoke passionately about his schools in Stockport. Stockport, my neighbouring authority, is losing £6.4 million and a special school in Stockport has said just this week that it will have to cut Friday afternoons from its curriculum. The hon. Member for Tewkesbury (Mr Robertson), who like my hon. Friend the Member for Stroud (Dr Drew) represents Gloucestershire, spoke of cuts of £11.1 million. The hon. Member for Colchester (Will Quince) spoke about Essex—I was at St Dominic’s just the other week, and what a fantastic school it is—and the £29.8 million cuts faced there. Finally, there was a really powerful speech from the hon. Member for St Albans (Mrs Main), speaking about Hertfordshire having to cut £33.2 million from the budget. I will end my speech with what she said about the cake.

We can be in no doubt after what we have heard today about the impact of continued Government austerity on education. In fact, it is not austerity anymore; the Secretary of State has already said he wants to reduce spending on education and that he thinks it is too high. The policy is ideologically motivated. Education urgently needs investment across the board, and the Government must finally begin reversing the devastating cuts. Just look at how many right hon. and hon. Members have turned out today.

The Chancellor of the Exchequer and the Education Secretary have both stated in the House of Commons that every school in England would see a cash-terms increase in its funding, but that flies in the face of the reality we have heard about today, what parents and teachers are telling us and what is happening on the ground. The Institute of Fiscal Studies has stated that it is simply not accurate, and the UK Statistics Authority has even rebuked the Education Secretary for his statistical inaccuracy. There has been a concerted effort by the Secretary of State and the Minister to fudge the figures and to deflect attention away from the school funding cuts that they have presided over. To add insult to injury, we have had a one-off £400 million for “little extras”, when schools cannot even afford glue sticks at the moment, as we have heard. The fact is that, across the country, schools are having to write to parents to ask for money.

If funding per pupil had been maintained in value since 2015, there would be £1.7 billion more in the system now. That means that 91% of schools still face real-terms budget cuts per pupil. Those in this Chamber know all too well the impact on the ground already. The average shortfall in primary school budgets is more than £67,000, and more than £273,000 in secondary school budgets. Our schools have 137,000 more pupils but 5,400 fewer teachers, 2,800 fewer teaching assistants, 1,400 fewer support staff and 1,200 fewer auxiliary staff.

I have spent far too many hours in this Chamber and the main Chamber, trying with my shadow Front-Bench colleagues and Members from across the House to get the Government to face facts and act. It beggars belief that the Government have ignored the School Teachers Review Body’s pay recommendations—the first time that has happened in 28 years. To make matters worse, the Government expect schools to meet the cost of the first 1% of the pay award from existing budgets.

As a former primary school teacher, I know the difference that a good teacher can make, with the right support and resources, to a child’s attainment and aspiration. We go into teaching because we believe in the value of education, we believe in its power to create social mobility and we believe in its ability to create ambition for all. This is about our children’s future and that of our country.

I will close with the words of teachers and teaching assistants from across the country:

“Last year the school I work at had to lose many of its teaching assistants due to lack of money.”

“I have to buy equipment and supplies for my job.”

“We do not have budget for staff training, resources or opportunities for children.”

“I am a qualified teacher now working and being paid as a teaching assistant, but I am being used to cover classes as the school cannot afford to employ supply teachers.”

“The Minister’s claim that more money is going into schools than ever before is pure sophistry.”

[James Frith]

On a point of order, Sir Christopher. It was remiss of me not to mention that I am the founding director of a careers education company. In the interests of transparency, I share that with you now.

[Sir Christopher Chope (in the Chair)]

I am grateful to the hon. Gentleman for putting that on the record.

Oral Answers to Questions

James Frith Excerpts

Monday 4th February 2019 Commons Chamber

[Damian Hinds]

I will and I have. I was grateful for the opportunity to discuss some of these matters the other day with my right hon. Friend’s Select Committee. My right hon. Friend the Minister for Apprenticeships and Skills has written to large multi-academy trusts and will be writing to local authorities to remind them of the importance of the so-called Baker clause in making sure that children and young people have information about all the options available to them. I also agree about the importance of embedding careers information deep in the curriculum.

[James Frith (Bury North) (Lab)]

Only about 10% of 16 to 18-year-olds on a full-time level 3 course are currently studying a technical qualification. The proposed investment in T-levels will not benefit the vast majority of sixth-form students in schools or colleges. FE and sixth-form funding has fallen by one fifth since 2010. Do not all young people deserve to have FE properly funded, irrespective of the qualifications they choose to study?

[Damian Hinds]

Yes, clearly further education—and indeed all 16-to-19 provision—has to be properly funded, but I do anticipate that more young people will do T-level qualifications in the future, because they will be very high-quality qualifications, with those extra hours, the maths, the English, the digital content, and that high-quality industry placement.

Oral Answers to Questions

James Frith Excerpts

Monday 10th September 2018 Commons Chamber

[Damian Hinds]

The hon. Gentleman asks the most pertinent question on this subject, and I asked it immediately upon assuming my job as Secretary of State in the Department for Education. One of the key differences from previous attempts at reforming this landscape is that we will be implementing the Sainsbury report in full, rather than picking and choosing bits that might suit the political mood of the moment, and with T-levels we are not trying to create an all-encompassing qualification that does academic and does vocational and everything else as well; these are vocational and technical qualifications. They will be of a very high standard, benchmarked against the leading systems in the world, with more hours at college, a meaningful industrial placement—as we have just been talking about—and the integration of English, maths and digital skills.

[James Frith (Bury North) (Lab)]

At a recent Education Committee hearing, the Minister responsible for T-levels, the Minister for Apprenticeships and Skills, the right hon. Member for Guildford (Anne Milton), said that her advice to parents would be to leave it a year following the launch of T-levels in 2020. Is the Secretary of State’s advice to employers offering placements to students that they should also leave it for a year? If not, what is he doing to raise knowledge of this technical qualification among employers? Simply willing it so will not make it so.

[Damian Hinds]

No, willing it so would not make it so, but that is not what we are doing, and by the way, that is not what my right hon. Friend the Minister said in Committee either. I am pleased to be able to report that many thousands of businesses are already involved in this process through the design of the qualification and through putting forward placements in the first pilots of these industrial placements. That number will grow significantly this year.

Department for Education

James Frith Excerpts

Tuesday 3rd July 2018 Commons Chamber

[James Frith (Bury North) (Lab)]

I refer Members to my entry in the Register of Members’ Financial Interests.

Improving education chances for all young people in my constituency is one of my top priorities, as it will be for many across the House but, sadly, for too many the reality does not match the Government’s rhetoric. So I want to record the reality shared with me by the 67 head teachers from primary, secondary and special schools across the borough of Bury in their letter to The Bury Times in April this year, in which they said:

“Ministers repeatedly claim that education funding is protected and seem to be in denial about the realities of school funding and its impact on children. They talk about there being more money in education than ever before, when there are half a million more children in schools than in 2010. Tough decisions will have to be taken. Governors and Headteachers can no longer guarantee that such cuts will not impact on our children.”

Their letter goes on to warn of the consequences of this funding shortfall—larger class sizes, fewer teachers and senior staff, decrepit school buildings, loss of teaching assistants, fewer GCSE options on offer, difficulty in recruiting teachers and so on. One Bury head told me:

“It is quite simple—there is less money in schools. Government rhetoric says that schools’ funding has been maintained but does not mention the additional costs (NI payments, paying for services which were previously free, pay increases, pension increases etc.)”

Most alarmingly, this impacts on children with special educational needs and disability. I am pleased to have secured, with colleagues from the Education Committee in the Chamber today, the SEND inquiry, which has now started. More than half of the Bury heads responding to my survey told me that they had been forced to cut special educational needs provision. Three quarters say that the number of staff they have dedicated to SEN support has either stayed the same or fallen, despite increasing numbers of pupils needing access to it, while 52% expect to have to cut it further in the next two years. One primary head said, “I do not have the necessary funding to support some of our most vulnerable children in terms of SEND.” Schools need support if we are to create and sustain the dynamic mainstream education system that I would advocate.

It is unlikely to be a coincidence that the number of excluded pupils in alternative provision with SEND is on the rise. Some 77% of excluded pupils in 2016-17 had special educational needs and disabilities, with heads marking the reason for their exclusion from an extensive list of options as “other”. “Other” now represents nearly 20%, despite being a category intended for rare use on which the Department holds no data. In his recent letter to the Education Committee, the Minister for School Standards provided no data for 2017-18 SEND exclusions, which will have been submitted already but are not disclosed. Perhaps he might announce those figures in his closing remarks.

We need more scrutiny of schools’ use of “other” as a reason for excluding, as well as a more sympathetic system that supports and encourages schools to include and does not penalise them through the Ofsted framework. Pressures on our local authorities compound the problem. Some 250 children are being educated out of borough in Bury, at a cost of £6.5 million. I urge the Government to introduce a pupil premium-style funding allocation for children with SEND. Let us call it “SEND spend” and fund it properly. The high needs block funding must rise in line with costs, and the rise in SEND numbers needs to be better reflected explicitly in the system.

In Bury, I have challenged the local authority to commit to no out-of-borough care in five years. Let us not unsettle children who wish to remain, but enable a return to mainstream for children for whom a reasonable adjustment can be made. Alternative provision has a profound role to play—one that I celebrate and defend—but it must not become an alternative to a patient, sympathetic and inclusive mainstream system. This Government have presided over a highly pressurised, poorly funded system that leads schools to off-roll and to exclude, not include. Where now for Every Child Matters? We have a plan for some children, not all, and our most vulnerable are being left behind.

If we delve a little deeper into the Government’s auto-response that 1.9 million more children are in good or outstanding schools since 2010, we see that it is misleading. As I said to the Minister at last month’s Education Committee session, and as the Education Policy Institute confirmed in its report yesterday, a large part of that increase is due to a rise in the birth rate. About a quarter of the 1.9 million pupils—nearly 600,000—are the result of an increase in the population of pupils.

[Nick Gibb]

Can I point out that, in 2010, 68% of schools were judged by Ofsted to be good or outstanding and that figure is now 89%? In between those two dates, Ofsted has raised the bar of what constitutes good or outstanding.

[James Frith]

With respect, the Minister will have a chance to address these points when he sums up.

I have heard of Government intervention, but I am unsure how this Government can take credit for an increase in the birth rate—and anyway, the birth rate increase happened on Labour’s watch. Another quarter of pupils are in schools rated good or outstanding that have not been rated by Ofsted for at least eight years, and 300,000 pupils are in schools not inspected since 2010 because they are in converter academies. I know there is much agreement across the House on these issues, so I say to Ministers: take note of the forensic attention that our heads and your colleagues are paying to performance and ensure that, come the Budget, that is reflected in the allocation.

I will conclude with a brief word on capital spending. In response to my recent request for Lord Agnew and the Secretary of State to consider rebuilding Tottington High in Bury in my constituency, I received a letter acknowledging that the cost of a new school is on average between £9 million and £12 million in current money. Lord Agnew referred us to the £2 million pot given to Bury to look after all its schools. Since the ambitious days of Building Schools for the Future, capital funding has all but disappeared. Tottington High has been overlooked. It was booted off the BSF when the new Government came into power in 2010 and then pushed off their list for new builds. School governors expect more contact from the HSE than the DFE. As I asked the Secretary of State last week, will he send officials from his Department to visit the school to see for themselves the case to rebuild? If he responds to me in this debate, I will update the school when I am proudly its prize-giving speaker on Thursday night.

--- Later in debate ---

[Nick Gibb]

Of course I acknowledge that, but the hon. Lady also has to acknowledge that school funding is at a record level—£42.4 billion this year, rising to £43.5 billion next year. Of course I acknowledge there are costs that schools have absorbed, and I will come to the measures we have taken to help schools to deal with those rising costs, which include employers’ national insurance contributions. Those costs have been absorbed by the private sector, and they have been incurred across the public sector—public sector pensions have also been an increased cost across Whitehall. We are helping schools to address those issues.

By prioritising frontline spending within the Department’s budget, we have ensured that core funding for schools and high needs has risen over and above the allocations set out at the last spending review. The total core schools and high needs budget will rise from almost £41 billion in 2017-18 to £43.5 billion by 2019-20.

The hon. Member for Bury North (James Frith) mentioned Ofsted, and he pointed out that pupil numbers have increased. Of course he is right, which is why we have created 825,000 new school places since 2010, in contrast with the cut of 100,000 school places under the last Labour Government, despite the increased birth rate being very clear even then.

Sixty-eight per cent. of schools were judged good or outstanding by Ofsted in 2010, compared with 89% today. Although outstanding schools are exempt from routine inspection, Ofsted will trigger an inspection if academic results begin to slide in an outstanding school. The schools in the constituency of the hon. Member for Bury North will see a 6.9% per pupil increase in funding once the national funding formula is fully implemented.

The shadow Minister thanked Conservative Members, and I would like to thank Labour Members for their contributions to this debate because it gives me the opportunity to point out to the hon. Member for Burnley (Julie Cooper) that schools in her constituency will see a 3.2% increase in funding as a result of the introduction of the national funding formula. The right hon. Member for Wolverhampton South East (Mr McFadden) will see a 3.5% per pupil increase at the end point of the introduction of the national funding formula. The hon. Member for Gateshead (Ian Mearns) will see an increase of 3.4% per pupil under the NFF. The hon. Member for Kingston upon Hull West and Hessle (Emma Hardy) will see a 4.2% increase in per pupil funding as a consequence of the introduction of the NFF. She also talked about teaching assistants, and I should point out to her that in January 2010 there were 194,000 full-time equivalent TAs in our schools, whereas today there are 263,000 TAs. Finally, I should point out to the hon. Member for Reading East (Matt Rodda) that schools in his constituency face a 3.9% increase in pupil funding.

[James Frith]

I appreciate such sharpened focus and attention in the Minister’s remarks. He feels strongly supported by that information. Would he care to respond to my request for additional SEND funding to be maintained in line with the increase in the number of SEND pupils? Does he believe it acceptable that 77% of excluded pupils have special educational needs and disabilities?

[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—

Oral Answers to Questions

James Frith Excerpts

Monday 25th June 2018 Commons Chamber

[Damian Hinds]

Industrial placements are at the heart of the T-levels programme. We are investing £5 million in the National Apprenticeship Service to make sure that it can be a one-stop shop. We have published “How to” guidance for employers, and we continue to work closely with bodies such as the Federation of Small Businesses and small employers themselves to establish the support that they need to offer these placements.

[James Frith (Bury North) (Lab)]

I refer Members to my entry in the Register of Members’ Financial Interests. What is the Government’s plan for mandatory work placements as part of their new T-level when the number of learners exceeds the placements available from local employers? Answers that include “remote learning” or “online” will not be accepted.

[Damian Hinds]

I am grateful to the hon. Gentleman for laying out his acceptance criteria for my response. The simple point is that we are working hard from now, not starting in 2020, to build up the availability of industrial placements, because they are such an important part of the programme.

Oral Answers to Questions

James Frith Excerpts

Monday 19th March 2018 Commons Chamber

[Mr George Howarth (Knowsley) (Lab)]

5. What steps he is taking to support alternative educational provision.

[James Frith (Bury North) (Lab)]

14. What steps he is taking to support alternative educational provision. [R]

[The Minister for School Standards (Nick Gibb)]

I, too, congratulate Andria Zafirako on winning the global teacher prize. I have met Andria. She is an inspirational teacher who is dedicated to her pupils, and she has a love of teaching and the profession.

On 16 March, we published a policy paper setting out our approach to the reform of alternative provision. We want to ensure that the right children are placed in AP, and that they receive a higher-quality education with better outcomes than is currently the case.

[Nick Gibb]

The right hon. Gentleman is absolutely right. The GCSE outcomes of children in alternative provision are significantly worse than those of children outside it. Only 4.5% of pupils in AP achieve grade 4 or better in English and maths, compared with 65% of all other pupils. We have asked Ed Timpson to conduct an exclusions review to establish which groups of young people are being excluded from schools, focusing particularly on groups who are disproportionately excluded from mainstream education.

[James Frith]

I refer Members to my entry in the Register of Members’ Financial Interests.

Some 56% of Bury schools that responded to my schools survey told me that they had been forced to cut special educational needs and disability provision because of school budget cuts. Does the Minister acknowledge that a bigger number does not mean more money per student, and will he commit himself to a real-terms per-pupil fair funding formula that encourages the inclusion of SEND pupils in mainstream schools?

[Nick Gibb]

We have increased high-needs funding from £5 billion in 2013-14 to £6 billion in 2018-19. It is up £130 million in 2017-18 compared with the previous year, and overall we are spending £1.3 billion more on school funding compared with under the 2015 spending review.

Oral Answers to Questions

James Frith Excerpts

Monday 11th December 2017 Commons Chamber

[Nick Gibb]

We recognise both the challenges and the successes in Cornwall. My hon. Friend, of course, is one of Cornwall’s greatest champions. Cornwall and the Scilly Isles is one of the first areas where we are establishing a skills advisory panel with the local enterprise partnership to bring together local representatives, including local businesses; train providers and colleges; and develop a comprehensive analysis of the area’s skills needs to help ensure that skills provision meets those needs.

[James Frith (Bury North) (Lab)]

The success of T-levels, which will incorporate coding and programming in education, will largely rely on addressing the chronic underfunding of our colleges, so was the Secretary of State disappointed, as Bury College and Holy Cross College in my constituency were, that the Chancellor ignored the pleas to address the great iniquity of post-16 funding? What will the Secretary of State do about it?

[Nick Gibb]

Maybe the hon. Gentleman missed the announcement of £500 million of extra funding for technical education post-16.

Schools Update

James Frith Excerpts

Monday 17th July 2017 Commons Chamber

[James Frith (Bury North) (Lab)]

I welcome more funding. Schools such as Derby High in my constituency cannot recruit teaching talent because they face the rising costs of national insurance, an ageing teaching population, the apprenticeship levy and increasing class sizes, and they need new school buildings. Will this new money be enough to address these complicated problems? Will it go far enough to provide the enrichment activities that have all but disappeared in schools, with a whole generation of children from 2010 missing out on such activities because of the imposition of austerity by her Government?

[Justine Greening]

I know that the hon. Gentleman shares my concern about improving educational standards in Derby, which has been a challenge for many—[Interruption.] I apologise to the hon. Gentleman for not recognising him—he is obviously the new Member for Bury North. I was going to talk about how important the opportunity area that we have set up in Derby is to me, but I can also assure him that standards in his schools are just as much a priority for me as standards in any other. Today we are trying to set out a way of ensuring that funding is fair for all schools, including the one he mentioned, but it will be complemented by additional funding, which I think he welcomes. That is part of our strategy for improving educational standards, but by no means is it all of it. It is not just about the amount of money we put into schools; it is about what we then do with it and the strategy behind it. As we have seen, education in Wales has been going backwards under Labour because it has no strategy, and as a result children are getting worse standards. We do have a strategy, which is why standards are going up.