Rural Schools

Jamie Reed Excerpts

Wednesday 8th February 2012 Westminster Hall

[Mr Jamie Reed (Copeland) (Lab)]

Today is not the first time that we in this House have discussed the future of small rural schools and I do not believe that it will be the last. I have to make it clear—this view will be shared by colleagues—that I am not interested in listening to any redundant polemic. Instead, I want to illustrate the plight of small rural schools, particularly the crisis facing Captain Shaw’s Church of England school in the village of Bootle in my constituency, and suggest some potential policy solutions for small rural schools, which I hope that the Government will be minded to support. The Minister will state that such decisions are for local education authorities and he would be right in part to identify that accountability, but I hope that pressure can and will be brought to bear by him and his Department, not only on this policy area, but on Cumbria county council with regard to its treatment thus far of Captain Shaw’s school and the community of Bootle.

My constituency of Copeland is the English constituency most remote from Westminster. Whether by plane, train or car, it is a minimum journey of six hours from Whitehaven, the constituency’s largest town, to Westminster. As the Minister knows, Copeland sits within Cumbria, the second largest county in the country, with a population just below 500,000 people, 50% of whom live in rural communities. This poses unique policy challenges in every area, from health to economic development, and many of those require unique local solutions, which a Government of any colour are required to get behind. However, none of that removes the Government’s obligations to the people of Cumbria and, in this instance, the people of Bootle.

I am delighted to hear that the Minister was in Cumbria this week. I hope it is not the last time that we see him there.

Bootle is an outstanding community. Situated within the Lake District national park, it is a truly beautiful place. The village—I use that word despite some residents telling me that it was essentially given town status by Edward III with the granting of a market charter in 1348—is an incredibly beautiful place that was described by the renowned writer and social campaigner, Doreen Wallace, in her landmark book, “English Lakeland”. She stated:

“To see Bootle is to love it.”

She was right, but Bootle has seen huge change in recent decades. Its employment base has been threatened and it has faced the same challenges faced by other rural areas throughout the country, but these have been amplified given the unique nature of Cumbria and Copeland.

Right now, Captain Shaw’s school is the centre of Bootle: it is its beating heart, its focal point and, in many ways, its pride. If Captain Shaw’s school is taken away from Bootle, the consequences will be profound. Not only will the village suffer a huge blow in terms of status and civic pride, but the message given to the pupils at that school will be one that is frankly cruel, even brutal. The message is, “We don’t back you, we don’t believe in you, we don’t share your aspirations, we don’t understand your ambitions; you are on your own.” I cannot accept that, the people of Bootle cannot accept that and the children should not be subjected to the psychological impact of that.

The reality is—I will touch on this issue again later—that we see the ambitions, aspirations, qualities and hopes of our communities in our schools. I have visited Captain Shaw’s on a number of occasions. It is a unique school: the smallest school in the country’s second largest county, in the furthermost English constituency from Westminster. It currently has a roll of 16 pupils from 4 to 11 years old. Every time I have visited the school I have been impressed by it. There is a genuine warmth and passion about the school and the pupils demonstrate a tremendous sense of pride and belonging. The building that they occupy is more than 180 years old, yet it is in very good repair inside and out. It has excellent ICT facilities. It is modern on the inside and has a good play area outside.

The school, as I have mentioned, mirrors the community. It is doing more than simply getting by. It is handsome, notable and unique. It is supported by an indomitable community spirit and is proud of its past and ready to take on the challenges of the modern world. I could wax lyrical about the school for a long time, but the independent Ofsted evaluation puts it even better than I ever could.

In the latest Ofsted report, Captain Shaw’s school is rated as a good school. In fact, the inspector noted that,

“this is a good school which has an excellent ethos of care, guidance and support. It is a highly valued member of its local community, with which there are excellent links benefiting pupils. On leaving Captain Shaw’s, pupils are confident, independent and self-assured young people. They possess excellent social skills which contribute to their outstanding behaviour and positive attitudes to others”.

The report is glowing in other areas too, rating the school as outstanding in the effectiveness of its care, guidance and support for pupils, but it is in lead inspector, David Byrne’s, letter to pupils and parents after his inspection that the true nature of Captain Shaw’s school and its place within the Bootle community is revealed. He wrote:

“Your school is quite special. It is very much at the heart of your village and local area and makes a vital contribution to the lives of many, not just those learning or working in the school.”

I really could not put it any better than that.

Despite the school’s small roll, it is viable. Development plans are already under way, supported by the national park, to develop Bootle sympathetically with new housing, including some affordable housing, which would make the school even more viable. In addition, the pupil-teacher ratio at the school is very good indeed, at a level that many people around the country would choose to pay for in an independent school. I do not hold independent schools in higher or worse esteem than our other schools, but it is perverse that anyone would seek to remove from a community such as Bootle the kind of provision that would be valued, privately paid for and even envied in other parts of the country. This really is the worst kind of policy-making myopia. With that in mind, it is entirely relevant to mention that the decision to close Captain Shaw’s school has been taken by a county council that is headquartered 62 miles and a one and a half hour drive away from the community in question.

Before issuing its closure notice, Cumbria county council undertook a consultation on what it called

“proposed changes”.

I have a tremendous amount of respect for Julia Morrison, Cumbria county council’s director of children’s services, who has begun to make a real difference in Cumbria since her recent arrival, but I think I speak for everyone in Bootle when I state that nobody believed that this consultation was ever going to result in anything other than the closure of Captain Shaw’s.

I speak as a former press officer for Cumbria local education authority. There have been a number of attempts to close Captain Shaw’s over the years, none of which has ever been successful because the case for closure—I have seen this from the inside—could never be made.

My first request to the Minister is as follows. The Government have a presumption against the closure of rural schools and have stated that they want to protect them. I share that ambition. Captain Shaw’s is strong and viable and I call upon the Minister to put this policy into effect and intervene in this instance. Even in its closure consultation, Cumbria county council recognised that the number of pupils at Captain Shaw’s is likely to rise and euphemistically acknowledges that

“village life would clearly not be enhanced by its closure”.

Small rural schools can be outstanding. The outstanding St Bridget’s school in Parton, also in my constituency, is proof of that, as are many others. I pay tribute to the work done at St Bridget’s and, in fact, to everything that that school does, not just for its pupils and their parents and some pupils’ carers, but for the village of Parton as well. Once again, the case is made that schools like this are the key to the success of the communities that they are based in.

In one of its final reports, the Commission for Rural Communities published “Small school: Big Communities —Village schools and extended services”, which I commend to hon. Members, including the Minister. The report focuses upon extended provision as a key policy solution with which to help sustain rural schools. It is right to do so. It also mentions that extended services help to break the link between poverty and poor educational outcomes.

The report states that rural poverty is often hidden. I should like to dwell upon that for a moment, because despite its obvious beauty and despite some obvious individual affluence, Bootle is not a rich village. Poverty exists in parts of Bootle and is magnified by its rurality and peripherality.

I am sick and tired of redundant notions of rurality running riot across the House, in all political parties. In the mind’s eye, some in the House see rural areas as occupied by corpulent farmers chewing blades of grass and leaning on gates and, moreover, as simply a playground for those who have wealth and who have left urban areas to gentrify the countryside with large homes and Range Rovers. They never see the young farmer struggling to stay afloat and they rarely consider what it means for people who have no access to public transport and, as a result, to the schools, hospitals and other services that their taxes pay for as much as anyone else’s. They never see the struggling villages that are fighting every day to stay alive, which have never known affluence, and the pensioners, parents and children who occupy this forgotten country.

[Sir Alan Beith (Berwick-upon-Tweed) (LD)]

In that context, does the hon. Gentleman share my concern that some of the public debate about planning policy has suggested that people in rural areas do not want to see any building or development at all, whereas actually having some houses that local people can afford—usually to rent—so that we have children in the schools is very important to them?

[Mr Reed]

I share the right hon. Gentleman’s concern. All too often, people—especially those who live in or adjacent to national parks—are treated almost as living museum exhibits. That policy attitude has to change and to change fundamentally.

That viewpoint, to which the right hon. Gentleman alluded, must change. As the economic squeeze worsens, as the public sector and the state retreat further and as areas of market failure become ever more prominent, all of us need to pay urgent attention to the plight of ordinary people in that forgotten England, because they need our help and they have little or no interest in the colour of our rosettes. That is why village schools are so important. They can act as the lynchpin for extended services in a community, through the provision of other public services such as general practice, citizens advice, tourist information or even banking. By doing that, they give us the best possible chance of reaching all the people I have mentioned and more, but particularly those most at risk of social exclusion.

The CRC report states:

“Small village schools are in close contact with families and have a track record of providing good outcomes for children. Based in isolated communities, small schools may hold the key to engaging the most disadvantaged families, but their numbers are decreasing.”

Ultimately, that is the crux of the issue. The closure of small rural schools such as Captain Shaw’s is perhaps not seen as a problem for those with private transport and steady employment, but delivers another significant contradiction with regard to the statutory responsibilities of the local education authorities and others in relation to child poverty.

The Child Poverty Act 2010 creates a duty for local authorities to reduce child poverty. As the CCR report points out:

“If poverty is to be tackled effectively, it must be a priority to identify and consult with those families who don’t know about or are prevented from accessing services.”

Village schools have a critical role to play in supporting individual families in need, or as a hub for activities that will promote learning, economic well-being and social cohesion. More than that, it is clear that the choice is becoming binary. Maintain small village schools such as Captain Shaw’s in rural areas and extend their provision of services, and we can tackle the problems of poverty, aspiration and lack of economic opportunities in those areas. Close the schools, and the evidence would seem to be clear that we cannot do any of that. Closure is effectively a choice to worsen the lives and life chances of the people in any community facing the loss of its school. As the report points out, that loss is “felt to be irreparable.”

I therefore make three specific requests of the Government today. First, to intervene in the process to close Captain Shaw’s school. Allowing the smallest school in the country’s most beautiful national park to close would destroy any credibility of the Government’s presumption against the closure of rural schools—it could scarcely be more symbolic. Secondly, to ensure that local education authorities and other responsible bodies in the case of academies or free schools, nationwide, are acting in a manner consistent with the statutory obligation to reduce child poverty laid out in the Child Poverty Act 2010. Thirdly, to bring forward as a matter of urgency a streamlined process whereby small rural schools can provide extended services, whether public, private or both, so as to secure the viability of those schools and to reach the most excluded people in our communities.

While I have the Minister’s attention, it is only right that I raise the issue of school investment more broadly in west Cumbria. I have written to the Secretary of State, and I hope that he or the Minister will be able to meet me as a matter of urgency. Some of west Cumbria’s secondary schools, which had been allocated more than £60 million by the previous Government as part of the Building Schools for the Future programme, are reaching crisis point with regard to their physical fabric and infrastructure. That affects standards, attainment levels, teaching and the aspirations and ambitions of their pupils. We urgently need major funding for the fabric of our schools, whether from a public or private source, or the consequences for education and my community as a whole will be dire.

[Mr Robin Walker (Worcester) (Con)]

The hon. Gentleman is making a passionate case. Does he agree that it is not only the capital funding that is important, but the ongoing revenue funding for schools? A fairer funding formula, which does not discriminate against rural areas, is vital to keeping small rural schools viable.

[Mr Reed]

The funding formula does need to be looked at and, given the inconsistent definition of rurality to which I alluded, we need to have a more sophisticated approach to the funding of pupil places, rather than the blanket, catch-all provision for rural areas and the blanket, catch-all provision for urban areas. The hon. Gentleman makes a very important point, which needs urgent attention. Whether it is as simple as introducing a one-size-fits-all approach for rural areas, I am not so certain—we would need to look at the evidential base.

I was about to conclude. We are an ambitious community, as I am sure the Minister is aware, with an incredibly prosperous future before us if we make the right decisions, but we require the reinstatement of the money that the Government took away. I hope that the Minister will meet me as a matter of urgency to explore how and when that can be done.

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[Sir Alan Beith (Berwick-upon-Tweed) (LD)]

I am glad to have the opportunity to take part in the debate that the hon. Member for Copeland (Mr Reed) so helpfully introduced. I must tell him that my constituency is even further from London than his and at least as sparsely populated as that of my hon. Friend the Member for Milton Keynes South (Iain Stewart). It is therefore an area with a lot of very small schools, and I have several with fewer than 12 pupils.

[Mr Reed]

I want to clarify that point. The right hon. Gentleman is, of course, geographically much further from London than I am, but I think that he can get here an awful lot quicker than I can.

[Sir Alan Beith]

I commend the east coast train service in that respect.

As I said, quite a number of schools in my area have fewer than 12 pupils. There is a unique school on Holy island that much of the time is combined with a school in Lowick on the mainland, but when the tide is over, the children are educated in a little village school on the island itself. That arrangement must continue or they would not be able to go to school without boarding at the age of five—of course, they board later in their educational career.

When a previous Conservative Government were in power and there was grant-maintained status, the county council threatened one school with closure. It went grant maintained and saved itself, and is still there to this day. It made a rather shrewd move. That was an exception to the pattern, and I will explain how school closures come about.

In my constituency, we have lost 10 rural schools in 10 years. Villages such as Kirknewton, Millfield, Chatton and Eglingham have lost their schools. Two schools are threatened at Cornhill and Brampton, and in both cases there are very small numbers of children at each school—just three or four. In the past, we lost schools in the Cheviot hills that served the communities of shepherds at places such as Windyhaugh and Southern Knowe.

The current policy of the county council is certainly not to bring about school closure, even though, like other authorities mentioned today, it gets much less per pupil than some urban communities, despite the high costs of educating pupils in a much larger number of schools scattered over many communities and the high costs of transport for children in rural areas, to which my hon. Friend the Member for Suffolk Coastal (Dr Coffey) referred. Closures in rural Northumberland have invariably happened because the governors have concluded that a school is no longer viable. That view is not always shared by the local community, which sometimes disagrees with the governors and would like to see a school retained.

In all cases, closure is to be regretted because of the impact on the community. The school is a meeting place. Some places where schools have closed have managed to retain them as community meeting places, but the loss of children from the village during the day is serious. They no longer put on the events they used to in the villages where the schools were situated—dramatic activities, re-enactments and so on, and music at church and chapel events. Many people prefer to see children in the village, morning and afternoon, going to and from school. The village becomes very quiet when there are no longer children going to and from school or voices from the playing fields at break time. That takes something out of a village.

The problem, in Northumberland at any rate, is not some bureaucratic and draconian policy of getting rid of schools, but a shortage of children and young families. Young families cannot afford to live in many of our villages; with low local wages and the price of houses, property is well beyond their reach. Houses are attractive to people coming to retire and those who want second homes and so are beyond the reach of local people.

Of course, many rural council houses have also been sold over the years. We therefore need to replace housing stock for young families in our villages. I repeat the point that I made in my earlier intervention: we must not let a sudden panic about planning policy lead people to the conclusion that no development can take place in rural areas. We need communities to have a life in the future, and that means having affordable housing for young families in villages, as well as workshops and other places where trades and activities can continue. It also means ensuring that we have other housing in villages, because we want communities to be mixed. Newcomers often bring life to a village and are often among the most active supporters of local institutions. We need to sustain our villages.

There are always a few children left—those of farmers and farm workers—but life becomes that much more difficult for them when there are no other children in the village, and the village is almost devoid of young families.

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[Neil Carmichael]

I thank the hon. Gentleman very much—I do like to be endorsed every now and again, and that was firm and fair.

Let me reiterate the point about free schools, which are obviously an alternative when a local authority is unwilling to countenance the continuation of schools. It is essential that local communities take hold of the powers and opportunities that the coalition Government have given them to voice what they want.

[Mr Reed]

The hon. Gentleman is making some interesting points, but one issue underlying a lot of the contributions that hon. Members have made is that school failures, for want of a better term, occur in areas of market failure. That is a fundamental problem, and we need to grasp it. It has been evident in England’s rural areas since the war, and it has been accelerating since then. These areas of market failure often have little, if any, real social capital. Are we really telling them, “You either have a free school or an academy, or we withdraw provision”? I do not think that we are, are we?

[Neil Carmichael]

I thank the hon. Gentleman for that interesting intervention—I do not think that it was an endorsement. I am challenging the old way of doing things, with local authorities providing schools and everything that was necessary. We have to take a step away from saying, “The local authority must do this, because it’s always been there, and that’s the way we like it.” We have to move towards a situation where we encourage communities to decide for themselves what they want and to move in the appropriate direction, seizing the opportunities and the tools that the coalition Government are providing. I am saying we should think of a different way of looking at this problem; we should not just go back to the local authority and say, “You must do this.” Instead, we have to go down the academy and the free schools route, if that is what communities want, because a sustainable community will be even more sustainable if it is in charge of its destiny. That is the point that I would make in response to the hon. Gentleman.

I am a great supporter of rural schools. They are absolutely important. They are a part of the rural fabric, make villages work, encourage farmers to be farmers and encourage local people to stay in local areas. However, we need to be more alert to changes that are already in train that will make it easier for many schools to prosper. We also need to address the fundamental and clearly most important question, which I raised initially, about the funding formula.

I support small rural schools. I have plenty in Gloucestershire and I want to see them thrive. The critical point that all of us must understand—I will end on this—is that all schools must strive to be really good schools. It is not good enough to say, “We have a rural school. Great.” Rural schools must provide first-class education. That must be the key test. That is what governs me and that is what I always think when I go around schools in my constituency of Stroud.

--- Later in debate ---

[Catherine McKinnell]

I thank the hon. Gentleman for his clarification. The overall impression that I got from hon. Members’ contributions today is that there clearly is a powerful case for concern about a purely market-led approach to education and the impact that that can have on rural communities.

[Mr Reed]

There is a world of difference between allowing communities to flourish and determine their own future, and throwing areas of market failure further to the forces and whims of the marketplace. Does my hon. Friend agree that we are all struggling with the following point? We are all debating different notions of rurality, and we are not considering some things that she will be aware of—as this is writ large in her own constituency—which are issues and notions of peripherality? They are the big issues that are driving the problem.

[Catherine McKinnell]

That is something we have witnessed not just in rural areas, but in urban areas. We need to ensure that taxpayers’ money and state support goes to all areas and all children—at the end of the day, they are what we are talking about today—that they benefit equally, and that that support is distributed equally across the country. We are debating that important wider issue.

Sometimes, when we consider all the factors, including the cost of additional school transport and the extreme case that was mentioned, in Alston in Penrith and The Border, it can make the case for closure of a small rural school more marginal. We were clear about the need to presume against closing rural schools when we were in government. In January 2008, the then Schools Minister, Jim Knight, now Lord Knight of Weymouth in another place, wrote to local education authorities. He said:

“Over the last 10 years, we have made it a statutory requirement for councils to presume that rural schools should stay open. There is not, and never has been, any policy for closing rural schools...We require councils to assess the full impact of closure on rural communities and allow every single parent to have their voice heard—and I am writing to local authorities to underline their legal duty to protect popular rural schools. This is not about funding. This is caused by falling birth rates coupled with families moving from rural to urban areas, which leaves some communities with falling numbers of pupils.”

He also said that local authorities should think creatively about their future planning and look at forming federations or consider collocating with other services to ensure that their buildings are viable.

Labour’s record was to reduce significantly the rate of rural school closures and to make it more difficult for failing ones to automatically lead to the seemingly easy option of closure.

One way of keeping rural schools open is to ensure that there are more opportunities for them to collaborate in an imaginative way. Despite the rhetoric that the Government sometimes spout, no school is an island. In the case of rural schools, that is particularly important—a point that has been highlighted by hon. Members today.

Under the previous Government, the Department for Children, Schools and Families undertook a research study in 2009 to look at case studies of formal collaborations between small rural primary schools in ways that could improve their services and viability. We saw examples of that occurring in sharing business managers and head teachers, creating patterns of executive leadership and sharing governance through federations and shared trusts. The study found a rich variety of informal collaborations but less awareness of formal collaborative models. It found that many of the 2,500 or so small primary schools in the country could benefit from more formal collaborations.

The main recommendations of the report include: producing better information and guidance of statutory models of collaboration; local authorities should develop strategic plans to promote formal collaborations; local authorities and Church of England dioceses should co-operate more closely; and local authorities should advocate formal collaborations more effectively through governing bodies and local communities.

One of the collaborations that was looked at involved shared trusts. In the unbalanced debate that there is at the moment because of the obsession with free schools and academies, not enough attention is being paid to the potential of trusts not only to keep open small rural schools, but to provide a coherent and integrated model of education in rural areas.

One of the most exciting developments is the spread of co-operative trusts. There are now more than 150 co-operative schools across the country. Particularly in areas such as Cornwall, there is real interest in that approach. Supporting co-operative models was a policy of the previous Labour Government and a commitment in “The Children’s Plan,” launched in 2007. By embedding what is essentially a social enterprise ethos in schools, co-operative schools can be based on values of collaboration and partnership, rather than the negative forms of competition between schools that the Government sometimes seem to advocate.

I shall put to the Minister questions that follow on from the points that I have raised and that respond to the points highlighted by other hon. Members. What are the Government doing to promote and encourage co-operative schools, particularly in rural areas? What are they doing to permit resources to promote the co-operative school model in the same way as they have earmarked funds for their pet project of free schools? How much money in total has the Minister allocated to the free schools policy? To what extent could that be diverted to other proposals? How much does it work out at per pupil? How many rural school closures could be prevented if money allocated to free schools in areas where there is a shortage of pupil places were diverted to small rural communities such as the one that my hon. Friend the Member for Copeland is so concerned about? Will the Minister retain the previous Government’s presumption against closing rural schools? Will he guarantee that the current Government will ensure that the rate of rural closures does not go up on his watch? I have concerns and, indeed, there are many concerns among Labour Members that an over-focus on peripheral projects means that the Government are in danger of forgetting about the real issues that face rural schools. I look forward to the Minister’s reply.

[The Minister of State, Department for Education (Mr Nick Gibb)]

It is a pleasure to speak under your chairmanship, Mr Weir. I congratulate the hon. Member for Copeland (Mr Reed) on securing this important debate. Cumbria in general and his constituency in particular are clearly among the most beautiful parts of the country. It was a pleasure to be in Cumbria this week, visiting schools—they were not in his constituency, but in a neighbouring one. There were times during this debate when I felt that there was an almost Mr Bounderby-esque competition to represent the constituency that was the furthest from London and the most sparsely populated. Of course, the hon. Member for Newcastle upon Tyne North (Catherine McKinnell) conceded that she would be in last place in such a competition.

The Government share the hon. Gentleman’s views on the importance of small rural schools. We recognise the contribution that they make, and that often they are at the heart of their communities. Rural schools play an important role in our education system. Of the 18,500 maintained schools, 5,400 are rural schools. As of this month, there is a total of 312 rural academies, including converters, and 1,294 urban academies.

Small schools are classified as state-funded primary schools with fewer than 100 pupils and state-funded secondary schools with fewer than 600 pupils. There are 57 small academies, of which eight are rural schools, and 2,800 maintained small schools, of which 2,300 are rural schools. Of those, 525 schools have fewer than 50 pupils on their roll, of which only 14 are not rural schools.

There are many high-performing rural schools that are popular with parents, and the Government want to see good and accessible schools in every community. However, as we have debated today, schools in rural areas face particular challenges, including smaller pupil numbers, budget and resource pressures, greater difficulty in recruiting head teachers and teaching staff, the technological challenges of ensuring adequate broadband, and less peer support from schools in neighbouring areas. All those pressures can lead, in the words of my hon. Friend the Member for Penrith and The Border (Rory Stewart), to the hollowing out of rural areas. He made a powerful speech in defence of rural areas.

However, although it is true that some rural schools are isolated, there are good examples of effective collaboration —something referred to by the hon. Member for Newcastle upon Tyne North—and a growing trend towards federation, as pointed out by my hon. Friend the Member for Suffolk Coastal (Dr Coffey). Some schools in her constituency share head teachers. That helps to preserve the focus of education within the locality, while allowing the operation of a larger management unit and offering some economies of scale.

There is also a growing trend for good and outstanding rural schools to convert to academy status. We encourage such applications, in line with the Government’s overarching ambition for all schools to become academies—that was referred to by my hon. Friend the Member for Stroud (Neil Carmichael)—so that more children can benefit from the improved standards and autonomy that academy status brings. To support that intention further, the new academy presumption in the Education Act 2011 requires local authorities first to seek proposals for an academy or free school where they consider that there is a need for a new school. The Government’s free schools policy supports rural school provision, as it can respond directly to local parental demand—that was also pointed out by my hon. Friend the Member for Stroud—and it adds diversity, innovation and commitment to the school system. Again, we encourage rural groups and parents to consider applying to establish a new free school where they think there is a need. There are already three small rural free schools, with a further 18 in the pipeline.

Home-to-school transport will invariably be part of any discussion about rural schools, as pointed out by my hon. Friend the Member for Suffolk Coastal. That will be the case particularly where a school is proposed for closure and the pupils will need transportation to a different school in a different village. We know how crucial transport is to rural communities. The Department for Transport has provided £10 million of extra funding for community transport in rural areas. Of course, local authorities need to consider transport costs when they consider the projected savings from closing a school.

I was struck by the point made by my right hon. Friend the Member for Berwick-upon-Tweed (Sir Alan Beith) about a rural school in his constituency. It was a village school that closed. Later, a new housing development was built, which required all the children from that housing development to get on a bus to a village several miles away, at considerable cost to the local authority.

[Mr Reed]

The Minister is making a very informed and intelligent series of comments, but how can we expect academies and free schools to flourish in the areas that we are talking about? The areas facing these difficulties and problems with school closures are typically areas where there is no social capital and where civic society has either withered or largely gone, yet we are expecting the people in those areas to take up the cudgels and run schools. There is a tension and a problem there. How do we get around that?

[Mr Gibb]

The hon. Gentleman makes a very good point, but there are very determined parents in all communities in all parts of the country. We have seen that. Many people have been surprised by quite how much demand there has been to set up free schools. The number of applications has been in the hundreds, and although there is a very rigorous vetting procedure that needs to be gone through before people can continue on to a business case, those applications have come from a wide variety of parts of the population—rich and poor, north and south and rural and urban—so if I was the hon. Gentleman, I would not be too pessimistic about who might come forward with such a suggestion. Also, some of the academy chains may wish to establish new free schools in areas where they perceive that there is an educational need, particularly in areas of deprivation, which can of course, as he and the hon. Member for Newcastle upon Tyne North point out, be rural as well as urban.

Local authorities are responsible for the maintained schools in their area and as such they can propose changes, including closures, to those schools. Where changes are proposed, the local authority must follow a statutory process that includes consultation of those likely to be affected by the proposals. The proposals are then decided on under local decision-making arrangements by the authority. The Government have repealed the so-called surplus places rule, which obliged local authorities to remove surplus places in their school estate above 25%. Of course, local authorities are still obliged to ensure value for money. When considering whether to approve proposals to close a school, local authorities must have regard to DFE guidance for decision makers. That includes the presumption against closure for rural primary schools. As the hon. Member for Newcastle upon Tyne North said, such arrangements were introduced by the previous Government, but in answer to her specific question, this Government continue to support such a presumption. Although it does not mean that rural schools will never close, it does ensure that a local authority’s case for closure must be strong. Of course if local authorities are under a regulatory duty to eliminate surplus places, that would—and did—act as a countervailing pressure to close schools. My right hon. Friend the Member for Berwick-upon-Tweed made an important point about how circumstances can change.